Urbandale CSD School Board Meeting 03.09.26

001two of us. >> Although I'm gonna start being a clicker. >> Oh yeah. Yeah, that's true. Get the transcript off of YouTube. Well, she will do her notes off of the recording, but yeah, >> we have to do >> All right, it's six o'clock, so we'll call our meeting to order. >> Steve, will you help me with roll call, please? >> Sure. Horton >> here. >> Santiso here. Kent >> here. [clears throat] >> Williams, >> here. >> Hower Young >> here. Ben Riser here. >> Okay, we have four >> entertain a motion to approve the agenda. >> Second. >> All in favor? I >> I Josh, will you read us the school [clears throat] district mission and vision? >> Yeah, our district mission is to teach all and reach all. The district vision is Urbanell

002will be a school district that brings learning to life for everyone. And the UCSD schoolboard mission is to partner with stakeholders to teach all and reach all through governance of board policy and operating protocol. >> Pass it over to Dr. Daka for the superintendent. Thank you. on the more you know. First thing I want to I'm excited to remind everybody that our boys basketball team is playing in the quarterfinals tonight at 7:15. So if we happen to be done, head on down to the game. Um spring break, a reminder, starts Friday the 13th this week. All schools are going to be out. Um the district office will be open during spring break. I don't can't guarantee how many people might also try to take a vacation, so it might be sparse. Um, we are not

003here on the 20th. Everybody is closed on the 20th and students return to school on the 23rd. Um, I want to remind everybody our we talked about and approved a marketing campaign at the last meeting and our first preschool video was out. It's been on social media. It's adorable. If you haven't seen it, it's on uh all of our socials. So, please share it out. And then today, this afternoon, KCCI um add put our ad on. So, look in the sponsored content and you'll see our first ad on KCCI. It looks really good at the first glance. I want to look at it on a bigger screen than my phone. So, um make sure you share that out as well. And then a reminder to save the uh or to get our registration going. All

004returning students and new students need to register. If you're new to the district, you can come out here to register. Um, if you are a returning student, you can register [clears throat] either at your current school or at home online. New students can also do some of their registration online. What Stephanie, we were like 260 something today registration. So that's it's early, but we encourage people to register sooner so that we can make sure all of our numbers are right. That's all I have on the more you know. I'll turn it over to Stephanie now for the UK presentation. She can introduce our guests. >> Yes, absolutely. Um with us this evening we have Eileen Bajas from the Urbanale um Oh my god. >> Community Action Network. >> Urbandale Community Action Network. I've always said

005the acronym and so I haven't said the full price. I'll have you in. Okay. Thank you. For you. >> Hi. You guys all should have received this on your chair. It's just a very simple uh and I'm just going to talk for this a few minutes and then if you have any questions for what we do. Um I started at the Urbanale community. I was the Urbanddale food pantry director for 11 years and then um now I'm back in Urbandale at the Urbanale Community Action Network. And just a little bit of what we do for the schools um with Metro West, we bring rescued food to them every Monday, Wednesday, and Friday. So, we go to different um convenience stores and the food is exactly what the high schoolers want because they don't have a

006cafeteria there. So, they can kids that come in in the morning session can grab a sandwich before they go to work or do whatever. And then um kids that take an afternoon session at uh Metro West can pick up a sandwich beforehand if they hadn't eaten yet that day. Uh we also do their graduation. So we're getting ready for that. Um and do uh so that's one of our areas that we work with. Uh the Urbanel Middle School, we are the nonprofit organization for the Chrysalis grant for their middle school girls uh program. And so we work with them and we also do backpack buddies for the urban middle school and for any school that needs it at the time. And those are the weekend meals. Um and we just try to we're trying to

007adapt it so that it's food that kids actually want right now. And so we're working really hard with the teachers about that. So, you know, a beef stick and some peanut butter and a Gatorade and granola bars and cheese and crackers and all that kind of stuff. So, we do that. In fact, Urban Middle School just said they're going to need a hundred on Thursday because of spring break. And we're also we did it during Christmas. We're going to do it during spring break. We're going to do a drive-thru uh food as well. So, it will hand out just the bag for and it'll be to the Urban School District. So, the teachers will If any families want to drive by or just stop by the UK office, they can get backpack buddies. Uh we

008do school supplies and um we got a grant for next year from Endow Urbandale. So, we're hoping that we can be the resource site for all the school supplies in the area so that when the senior center collects school supplies and somebody else collects that they all just drop it off and then there is a consolidated school list which is awesome because it's been aarious first grader would get something different than an Mstead first grader. And so now they have that. And so we're hoping that at the back to school in August um we'll just be in the back and the teachers will send them to us and they'll say, "I'm a first grader at Alb." And we'll say, "Okay, here's your backpack or what color do you want?" And then get them the color

009backpack they want. Um so then we also do um winter clothing for students. I've just written a grant um an Orion grant for winter clothing for next year. Um, I wrote a grant for Prairie Meadows for just all supplies the school needs. For example, um, uh, Olmstead called and they said, "We don't have enough Valentine's." And so some kids can't participate because their parents either financially can't afford it, maybe culturally it's they're like, "What? Why are we doing this?" And so, um, I just put on Facebook and people just came through the woodwork with Valentine's. So every kid was able to participate. Same thing with the high school just said, "We are out of exercise bras. Can we have some?" So I wrote on Facebook and we were able to deliver a lot um some

010tennis shoes. They said, "There's a child that just came into the school, is participating in a gym class, but doesn't have the right shoes." And so we went out and bought tennis shoes. So, it's really um the rapport is getting much better with the FFOS they're knowing. And somebody just called me and said, "Maddie, an FFO just called and said, do you have school supplies still?" And we have a lot left over from last year, so I'm going to be bringing school supplies to them as well. Um and let's see. And then transportation is the last thing that uh UK does. Right now we do transportation for senior citizens to appointments. Um I know at the very beginning of this year we talked about wouldn't it be great if we could have transportation for high

011school kids to go to DMAC or something like that. And so we would love to explore options like that or even having high schoolers drive seniors but I don't know if our insurance people will like that idea very much. Um but I mean it's an idea. So, um, and we do spring and fall cleanup and we all the high school always gets involved and helps with that and back packing the backpack buddies. German club was very involved in the key club and all kinds of things. Does anybody have any questions about what UK does for the schools? >> How can we get involved to help? >> How can you get involved? just um anytime you hear of a need let us know and then we that is our goal is to be this resource so

012that if a teacher says I don't have this say oh call the UK office and we will get it done so we want to be the place for all the schools to just so they don't have to run around trying to figure out who has this who has that they just call Ukan and then Ukan will be the connector to get the supplies or whatever whatever they need. Um, it's like Valentine's. It never would have occurred to me that because you can get them very inexpensive, but if you have five children, it's an expense that you just can't put in your budget. So, it's that kind of thing that UK wants to do for the school district. And >> I think, didn't you say you also have done like underwear and clothes? Yes. Things like

013that. >> Yeah. Karen Acres, she said, "We are completely out of um girls underwear." And so that was part of the grant when I wrote for it. It was and then um you know [clears throat] like adding your pants or getting your period are those not things that just you plan on in a day. And so just by us having the having a source that they can then like black leggings is on our we have an Amazon wish list that we post every once in a while on Facebook as well that um boys underwear, girls underwear, leggings, socks, just that kind of stuff so that schools can have them at any time. But anytime I've ever been asked and I reach out on Facebook, people are just like, "Oh, I can buy some exercise bras.

014No problem. We're very grateful for the collaboration and I I never have had that much collaboration with an agency like yours. So that's wonderful. >> Thank you. >> Yeah, I'm just now getting I feel like we're getting steam and people know they can trust us. There was some oh turn over and you can before me and like no I'm not going anywhere. I'm here and I love I I'm a former teacher, so I just don't want teachers to have to go in their own salaries and to go buy school supplies. Just let us know and we'll take care of it. >> Thank you so much. We're very grateful. >> Oh, it mean a lot to us and to our kids. >> Well, I am very grateful that you invited me to come and talk to

015the school board so that we all know what everybody's doing and that's communication is key. [cough and clears throat] So, All right. >> Thank you. >> Now we will turn it over to Darlene and Brandon to talk about the district academic and career plan. >> Good evening. Brandon Sh, director of teaching and learning. >> Charlie Wagner, um career connected learning facilitator. >> Yeah. So tonight, uh we're here to talk to you about the district career and academic plan. uh the district career and academic plan while it's required by Iowa code uh we would want to do this anyway which is essentially articulates how as a system uh we're making sure that students are future ready uh through our programming and the experiences that we provide for students. So the Iowa Department of Education has defined

016kind of two uh key [snorts] areas for us to think about. One is the fact that um career connected learning is an umbrella term. So it's overall umbrella which is two fac two parts to it. One is career exploration which is essentially supporting students in learning about work and then the second piece to that is work-based learning which is working to learn. Uh the Iowa Department of Education has kind of outlined a mission to make sure that our students have those career exploration experiences all the way right now from 5th to 12th grade. And then work-based learning experiences 9th through 12th grade. We want every student to leave high school with at least one work-based learning experience. Work-based learning is defined as either an industry recognized credential. So it is lining students up with training

017specific uh to a credential uh that's recognized by industry leaders uh and then attaining that credential through an assessment. The other work-based uh learning experiences could be an internship, a pre- um internship um to more of a project based experience such as working with an industry or an industry partner on a project that spans a duration of time where they're getting feedback from that industry partner uh and continuing to improve and come through with the creation of that project. that the actual partner wants uh and will help their business as well. So with that uh the district career and academic plan really is all-encompassing. It's really thinking about what are we doing as a system to make sure students have predictable experiences that are inclusive of all students fifth through 12th grade. They recently added

018fifth through 7th grade. So our most recent uh district current academic plan now includes an articulated section for those fifth through seventh graders where prior to this year it was 8th through 12th grade which met that requirement. Uh and then there are key components uh in the creation and the upkeep of that district career and academic plan. Uh the two important pieces with that is that it's comprehensive of course planning within our system. So making sure our programming is aligning uh to what uh is offered in terms of those um career connected learning experiences and then that it's student centered in its approach. So, making sure students have an active voice uh and that they're growing their own understanding of their strengths, but then also their passions and interests and that in the creation and

019upkeep of that plan that we're engaging our stakeholders. And so, we've assembled groups of people to give us feedback and to continue uh to polish our district career and academic plan. And that really we're creating kind of that holistic approach to supporting students All right. So, our DECAP framework um takes into account many factors. And so, when our first meeting of our DECAP team met, this was the data that we used to review the process. Um post-secondary readiness involves a student either having gotten some sort of college um credit, either PSO, a concurrent enrollment um or AP exam, or having a work-based learning experience sometime during high school. We make a concerted effort to make sure that students in elementary, middle school, and high school all have career exploration and that they've identified a career

020interest in some way at each of those levels. Not that it won't change, but just so that they have kind of an intention um as we go forward and making and make plans. Um we want to make sure that they have the resources they need. So we look at um the FAFSA completion, we look at ISAS, we or savers um and attendance. Those are things that we look at as far as um providing supports for students um because those are big factors as far as student success um and then we are able to reduce barriers and provide additional support so that they can be successful with their career planning. So our stakeholder involvement involved a large group of people in different aspects. Um we had administrators from our district. We had teachers um K through

02112. We had um EL teachers fed CTE at risk and core teachers. Um we also had counselors um principles at each of the levels and then facilitators for the district. We had um reps from DMAC. We had um our some of our business partners participate and then the city of others other groups of people were a part of that group. Um there's the foundation. There's four areas that we want to look at as far as our decap and making sure that's a it's an effective document and it's an effective process. So we want to make sure it's inclusive that all students have an opportunity that all students have access to and are able to be a part of the you know develop an IAP and all the different pieces that that lead to their um

022career plan get scaffolded. So our experiences build on each other from you know elementary we have you know the explorer then we or excuse me the launch then we have the explorer and then we have the soar. Um so all of those experiences build on each other and they're all connected through our whole system. Um it's reflective. Uh students are the ones that are in charge of their plan and so students should be the ones that look at their experiences, make decisions, reflect on those um experiences and then make decisions about their plan. Um and it's integrated. So it's it's embedded in what we do. It's not this separate thing that we do just during like connections or advisory. It's something that we're doing within our whole system at every level. All right. So we

023had um we had our goals that we wanted to improve from last year to this year. And so um the the two that um we had attained already the first one is to improve scaffolding. So what I was just saying that it links from um year to year and that um it builds on each other. So that one was attain um it's things that are measurable and we can actually define more specifically. Um our second goal that we attained was um to strengthen career connected learning. So develop more partnerships and then making sure that we have experiences that all students are interested in and want to pursue. And then the ones that are still in progress we have enhancing inclusivity and diversity. So, making sure that all of our students have access to programming and

024that every um experience we have enough experiences that meet um everyone's needs. And then our fourth one was improving the FAFSA advisement, making sure that students and families have more access to completing the FAFSA, understand it, you know, getting rid of some of, you know, the the fear about FAFSA and what it really is. Um and then providing the resources for them to actually complete it. All right, work-based learning by the numbers. Um, so this this is a comparison from last year, this year, and then for next year. So you can kind of see how the program's growing. Um, last year the project based learning, we didn't have a project- based learning class. So that um obviously is why it was zero there for last year. This year we had 57 students participate. Um and

025then next year we have 36 signed up for first request but with alternates typically I I would expect that the the number would be pretty similar to this year as far as um the number of students for next year. Industry recognized credentials. So these are like identified by the state of Iowa um as approved credentials by industry standards. Um last year we had seven that were offered. We had 60 um students that earned some sort of credential. This year we had 10 um and we had over 300 that were able to finish an industry recognized credential and then next year we'll have 18. Um so I would expect that number to continue to to go up as we offer more. Um our internships um last year we had 23 just internships. This year we had

02632 a combined um internships QPA quality pre-apprenticeship and then a youth apprenticeship. So that is 32 and then next year with just internships. The number of students signed up are 57. So that is growing too. Um and just an idea of where our internships are. So the first semester students participated in most of the internships have a class portion where they work on the pre- pre um internship piece and then second semester in January they go out into the actual internship. So we have um students at the middle school, we have at least one or more students at all the elementaryaries. Um we have someone in the business office, the athletic trainer and Adventure Time. That's just our district. And then outside of our district, we have a number of um businesses in Urbandale and

027um outside of Urbandale. Everything from Webspec has a graphic design student. We have an auto mechanic student at Shade Tree. Um we have a number of electrical and um as far as our elementary, we have um the daycarees and the preschools. There's three different um businesses that we work with with that program too. >> So now we're going to shift from uh the we're going to support that transition from the district career and academic plan to the individual career and academic plan. So each student has their own individual career and academic plan. And within our district career and academic plan, there is five essential elements. And so in the attached uh document, you'll see how we're we've really laid out each of those experiences for students within those five elements uh that are required as

028part of a student's individual career and academic plan. The other piece that we'd like to mention is that our 232 24 district academic plan uh we scored I believe it was 12 out of the 36 points possible when it was scored uh by an external uh group. Uh and then our last submission we had 31 out of 36. So, we are improving kind of how we're articulating out and building that district-wide career and academic plan um for our students. So, you can just see the individual sections of that um plan that we are to have and just how we scored on each of those areas. >> All right. So, as Brandon just said, we do have a review each year. So, we turn this in. Um this year is going to be a little different.

029In the past, we have turned in our whole decap and it's been the whole thing has been reviewed. This year um they they're doing it a little differently. So there were two areas. Um you can see focus one and focus five. The workbased learning is relatively new, so that is still required. And then section five is the middle school that's brand new. So that is required as well. And then we chose essential components one, two, and three to be uh reviewed because those were those were um they were proficient, but they weren't in the advanced section yet. So that was why we want to improve those as well. So our decap team met um the so we went over the data and then the second time we met we also talked about those five areas

030that we chose. They were split into groups. Um they looked at our decap plan. They looked at what was strong, what needed to what they thought needed to improve, met as a group, um wrote their findings down, um met with an and then other groups met together and talked um about their findings with each other. And then all of that information was um recorded and sent back or we collected it and then we used that to make um changes to our our decap that we're going to be submitting soon. So, these were the areas um that came back as as areas that needed improvement and were fixed on our decap. Um the track and reflect in Zello, making sure that we're all using Zello to um store the information. This is really vital for our

031students to have their IAT plans to be able to access it. um if other teachers if all teachers can access it and they can all see where their students are falling as far as interests um making sure that we link the classroom learning to careers that it's not this separate thing um making um connections to what the classes are teaching and how that works in the in it in uh careers uh develop skills year round. So when we talk about things like our character strong program or um you know like our SEAL and all of our the learning that we do in like our advisory time, it isn't just a separate thing. It's something that students are continually working on in all of their classes. Uh provide access for every student, making sure everybody can

032participate, offer guided support. Um so those students that need that extra support, we have um advisory, we have counsel counselors, um we have roster teachers, all of those people have the knowledge and the information that they need to help support students. And then planning or excuse me, celebrating and planning ahead. So we recognize that we've made improvements for sure and then [clears throat] making sure that we use the data that we collect to keep improving as we go along. So with that feedback uh and the data review that allowed us to also establish goals for this upcoming year uh and there are three primary areas that we want to continue to focus and strengthening. One is elective alignment. So really uh building out those experiences in sixth through 8th grade uh to support that transition

033from middle school to high school and then uh continuing to align industry recognized credentials with those elective offerings uh for middle schoolers as well. And then expanding workbased learning and our partnerships that we have. And so continuing to build those and strengthening partnerships that we have and finding new ones. And then with that, we also attached uh because the last time we were here to present, there was a uh invitation for us to kind of on one uh to two pages kind of summarize all the different workbased learning experiences that our students have access to. And with that just kind of characterize that 321 [clears throat] sore which really encourages students to have at least three industry rec industry-ledd events. Those could be career fairs or uh a presentation, a lunch and learn. Two career

034focused experiences that could be a job shadow or a work site experience before uh they leave high school. and then that one work-based learning experience, at least one work-based learning experience before they leave high school. Uh, and then continue to expand core integration. So, really making sure that in all content areas, we're weaving in both employability skills as well as kind of that career exploration that, you know, the two aren't in isolation, but really that integration is key. So, as I said a little earlier in the presentation, uh while the district has a career and academic plan, each individual student has that plan uh that they articulate uh beginning in eighth grade officially. Uh and that includes a graduation plan. So, how what they plan to take in high school, they identify that in 8th

035grade uh to really think about uh their plan to graduate and what they plan to take. that's revisited every year and adjusted based on, you know, an interest might change or um a course, a new course might come about that they want to participate in. Uh that they're starting to think about post-secary and career focus. And so they're thinking about the coursework they're taking in high school or planning to take in high school and how that might align to their future. that we're using our career and information system uh as a resource for our students to both document their interests and their progress over time uh as well as reflect in that same space uh in order for them to continue uh to identify how they're continuing to grow through that pro process that they

036receive FASA guidance and that uh they're provided that student driven exploration. So one of the key ways uh that we've shifted this work and and was a improvement in our system is this is our first full year of using Zello as our career information system. We had a soft start uh last year and we've fully integrated um the experiences within Zello and Zello spans kindergarten through 12th grade. And so really everything a student's doing through their path through our system uh is being kind of documented and reflected on within Zello. Uh that's also where their four-year plan is constructed. And so it has become kind of a one place within the system where all of this work is living. Uh we've also added workbased learning experiences within Zello in order for students to see what's

037being offered and how they can um request those experiences and be connected to them. It's also largely where a lot of the lessons for the IAP uh and even all the way down to kindergarten occur in that career exploration. And this table just summarizes the data so far with our IAP. I want to note that uh under the eighth grade column, the number of students whose IAP is signed by a parent or guardian. Uh we're continuing to work on that uh through the duration of the school year. And so that number will continue to increase as we connect with families uh to get their four-year plan kind of reviewed by the parent or guardian and signed off on. Uh the rest of those metrics really outline all [clears throat] the other experiences that are part

038of that individual career and academic plan for our students and just where we're sitting at this point in the school year. >> Um one of the data points I talked about earlier was FAFSA. And so just an update on where we are with FASA right now. Um we hadund we haveund this and by the way this was from February. So these come out once a month. So, we should be getting another one soon. So, I would expect these numbers to be up, but we had 163 complete the FAFSA. Um, one person has started it but not completed it. And then we also have not filed as 182. Just to be clear, um, that number, the 346 really should be 323. Um, it's counting some other students at at Metro, I believe, and um, maybe some

039students that are dual enrolled. It's counting every senior that we have in Power School. Um, so it actually was uh and it says 47. So it actually we're almost right at 50%. Um our goal is to get to 60. State average is usually between 55 and 58. Um so we want to beat that of course but um our goal would be to have 194 at minimum to finish it if not more. And then finally, a requirement in this plan and work is to make sure that we're considering how does the district create academic plan integrate across other programs within our system. So, a key part of that is our student exit outcomes and then are building a better U indicators uh that span kindergarten through 12th grade that really are aligned to those employability skills.

040the uh K12 counseling program as school counselors pay a key play a key part in supporting students in their career exploration and their post-secary planning. And then overall is the framework the discover you framework which is really making sure that we have those launch experiences for students to kind of explore different careers. uh and then shifting to the middle school where they have more um intentional kind of experiences to dive a little deeper into certain uh career paths and then soar which is where you know they start thinking about their post-secary plans. So that is the district career and academic plan. Uh what questions do you have? Can you tell me some of the credentials that they can get um that are recognized? >> Um the big one that we added this year was the

041precision measurement um the tape and measure um credential that they added to the woodworking courses, but they also can earn um like the seal of biiteracy. Um >> serve safe. Um the prostart um there is uh Uh that right now um OSHA of course um >> you don't have to tell me all those >> I know I've got this list in my brain. It's just um but yeah they're um >> they're also on that attached 321 solar on the second page. They're all listed there. Uh the ones that we're offering right now. Were we able to continue the CNA program that the young lady spoke about last year? I think >> the summer >> that's they're they're just finalizing the numbers. So, the plan is to offer it again. I don't know that we'll be

042able to have a full like we had the full class last year. We might only have a few spots, but we did we did have um um some spots for the they have a summer EMT program that started and we did have one of our students planning to take that. So they did add at least. >> Thank you and congratulations. You can see this is making a huge impact and one of the really neat things about our district that makes it a magnet. So thank you. >> Thank you. >> Okay. Now we are going to have the Urbanddale Middle School schedule and programming update. Um Dr. Dr. Lindseay Cornwell from the middle school will present with Brandon. >> Great. >> So, tonight we're providing an update just on uh work that began last spring um

043and just providing where we are with all of that. So, as many of you know because most of you are parents of the middle school. You may know our current state of the middle school. Um we serve approximately our specific number for being approximate. Um but um here there um our section sizes range from 20 to 34 which is kind of a big um range between between our classes. Um currently we run on a seven period academic day. Um and so our um and our core our teachers teach five out of seven periods um which is um discrepant as well from our elementaryaries and and high school. Um we do have a 15minute connections period that that was new this year um shared that at the board meeting earlier this year with some students. Um

044and that's our time for character education um when we work on character strong. We also do some um decap related activities on Fridays. So that career explor exploration and planning um and really that connection we set those connections um and relationships at the start of the day. So that's where we are right now. Uh 45 full-time classroom teachers um 30 are core. We have 15 electives teachers and then we have quite a few specialized staff um in at risk special education and our um ELS or multilingual learners. um our current core programming so those are the classes that all kids take um in include the four core the ELA math science social studies and that's the same in all grade levels um PE and health and then PE and visual arts and that's consistent K

045or K 68 and then the programming beyond the course so um what you might call electives we have visual ual arts um six through eight general art, 3D art, painting and drawing. Those are our arts. Um health and wellness. So we have health skills. We have additional health skills in addition to the core health class. Like on the last slide it said everyone takes health. That's true. And we have an additional health class. Um FCS, so family and consumer sciences. Um there's an exploration of culinary and human development and sewing, financial literacy. Um and then we have technology and project lead the way. Um so sixth through eighth grade graders take computers, computer apps, robotics mechanisms, fundamentals and coding. So the last three on there the apps um robotics and fundamentals and coding are all

046the project lead the way. We have music and performing arts. So that includes band and chorus which is available to all of our students. Um and then we also have a K or 68 music skills um course as well. Um and then we have JJ which is in seventh and eighth for seventh and eighth grade students and [snorts] that continues on into the high school programming that was new this year. Um our current schedule implications um so our what we call electives aren't really elected electives. Um, so students get assigned those electives. If you take band and chorus, it kind of limit it does limit doesn't kind of limit it limits electives you you might take. Um, and so that is one of the um implications that we're we were looking to kind of overcome.

047Um, targeted support. So for intervention or for our students um with language acquisition needs specially designed instruction which is special education and extended learning. Right now we have one period it's uh u time for that. Um however some of our students require more than one period. Um and that takes the place of one of their electives. So they are limited on that. um and many times are not real happy about that either because that's kind of a fun part of the day. Um we also kind of like what I mentioned before we have some duplication with our extended core offerings like that health that extra health. So some students might take two healths classes. Um and we also have that with art. Some students might take art and another art um just the way they

048get assigned the courses right now. Um, and if you love art, that's amazing. Or if you love health, that's really amazing. Um, but kids do like to explore different things. Um, and then just student choice. Um, they students, all students do get to elect band or chorus or band and chorus. Um, so those are the two choice things that we do have in our schedule. Um, but if you do choose those, then you may not get to get you may not have project lead the way or SCS or computers class. And this is our kind of a this is a sample day for two of our sixth graders um for their elective periods. Um so student A um is in band and chorus and so their electives are purely band and chorus. They'll still get

049PE and health or PE and art. Um but as far as electives go with band of chorus. Um, for a student not in band and chorus, they might have music skills and computers semester 1 and then health skills and drawing semester 2. Um, but once again, they might be take taking that other health at the same time too or that other art same time too. So, um, yeah, we could expand upon that. [snorts] So when this work began uh kind of after some initial feedback was uh gathered and I'll talk a little bit about the process that we used for that uh there were three kind of there were three primary goals that were identified. One was to improve section sizes across programming. Uh and so our section sizes across courses uh kind of varied

050and was large in some places. So how do we improve those? The next is uh make sure that we're identifying unique programming for six through eight to really support that district career and academic plan when possible. And then through the feedback, there was unmet needs identified uh from parents that participated in the survey andor focus groups from our students uh and then staff that participated in the survey. Okay. And so how do we take that and account for it uh to come up and identify with some solutions? As I stated earlier and in the last presentation, it had been identified that that sixth through 8th grade, we really want that explore phase of our district career and academic plan to really accomplish three things. One is to build students self-awareness of their interests and strengths.

051So, how do we intentionally uh provide experiences for students to try different things? And as a parent said in one of the focus groups that middle school should be about uh students being able to experience a variety of things and fail safely because it doesn't count as like high school credit yet. Um it's still safe to kind of participate in these things. Uh and kind of learn what they like and what maybe they don't like so much. uh and in doing that how do we also introduce them to the different career pathways that align to those different experiences or electives and provide those uh real world applications uh and that came through loud and clear in the feedback that we received from our parents. So last year right around this time uh there was work

052done to offer opportunities for parents uh staff and uh students to participate in focus groups. And so what that looked like is there were two focus groups on an evening much like this where parents could come and participate and just sharing their voice. Uh we did the same with staff. We did an afterchool session and a morning session. And then we also had a sampling of about 10 students from each grade level uh that were identified randomly by school counselors uh six through eight and they met uh together and kind of shared responses to a variety of questions that we had to better understand their experience as a middle schooler. We also did a competitor analysis. So, we looked at area districts and we around us and then a larger Midwestern district uh to look

053at their schedule structure, what electives they're offering and what their staffing looked like. Then this fall, we assembled a work group and to do that we did kind of an all call in the district newsletter for any parents that were interested in being part of that work group. Uh and then we also had staff at the middle school that also um were invited and decided to be part of that workg group. And that work group met three times and uh they had the opportunity to review data that was collected from those various activities last spring. Uh and they made two [clears throat] key recommendations to guide this work. One was the elective philosophy. So what did we want electives how did we want electives to function within uh the middle school and they identified with

054full consensus that uh a hybrid approach was best. So in sixth and seventh grade, students have intentional electives or electives are intentionally placed in a student's schedule. Uh creating a wheel so that they're able to experience different uh things intentionally. And then uh in 8th grade, that's when they really request uh specific electives that they want to be part of. That doesn't mean that uh they'll always get every request that they uh wanted, but the attempt would be that we're able to fulfill those requests whenever possible. Uh and then they also engaged in some work to uh prioritize electives within each of the five destination areas that we have at the high school to create that alignment. And then this past winter and spring, uh master schedule development was underway at the middle school. Uh

055we also pulled together the current elective teachers to engage in conversation um kind of recapping everything that had happened up to this point and then uh essentially started with blank chart papers within a destination area. We invited um ideas for electives within that destination area. And then there was opportunity for questions to be asked by anyone that put up an elective idea. And then there was advocacy. That was another stage of that process where maybe there was an elective that you really wanted uh to come forward and then we took a poll or canvased the room um to narrow down or come to consensus on those top ideas. Uh staffing determination I would say is still in progress uh as the schedule gets finalized and then course development uh will begin uh hopefully after spring

056break uh as we round out the school year. So this is just some of the posters that that work group identified as they were prioritizing and it just shows how they work to come to consensus on the different types of electives uh within each of those destination areas. And then at Sia uh in January, February uh we also got feedback from Sia uh along just different elective ideas and course ideas and invited those members to really rate electives based on um low to high future impact uh and then high to low uh student interest to kind of see [clears throat] uh the feedback or what they felt like might be important for the programming at the middle school and the numbers just indicate the frequency at which that particular course landed in that box. Uh

057the actual list of them is in no specific order though the frequency is definitely um kind of top to bottom. So we had um different teams of staff members working on different components of the schedule throughout. So Brandon was just talking about the electives um kind of grassroots efforts starting last year with some surveys with family students and staff members and then the work that has been going into that. The other part of this is the actual logistical schedule side of things. And so there have been two two groups kind of working um but we're at the point where we're merging all of that together. So um just looking at the the schedule of the day um the master schedule we've um made some adjustments to that for the next school year. One is implementation

058of UN teaming. Um our middle schools had red blue and U teams in all grade levels. Um and It has caused some flexibility issues with students with with services. Um, even this year, we've had students that we've had to move entire teams because of services they they had added to their schedule and it just didn't work with the schedule or the team that they had because of the specific schedule. Um, it will offer more flexibility for our students if we can now just maybe switch two classes instead of switch their entire schedule due to services. Um, also with with teaming, um, I know the intent is to create like more of a community with a team. We have that in some of our teams. Um, and our teachers work super closely together. Um, but I

059wouldn't say that's uniformly across the building. Um we will um we will really focus on our connections for that relationship building which is in that second bullet with with our eight period day plus the connections. We'll continue with connections and ensure that's more of the relationship building part of the school day. Um where kids get to know a kind of home room type teacher. Um, and then certainly we'll we'll need to work on some um like problem solving ideas for our MTSS structure when we do need to to get together and meet about a student. Um, we'll need to kind of develop a new method for that. Um, with our 8 period day, it should offer us some smaller class sizes. Um, with section sizes 20 to 28, as I said before, we add up

060to 32. Um, so with added sections, we we will be able to reduce our class size. Um and then our teachers will be instructing, most of them will instruct seven out of eight periods, which is a shift from um five out of seven, teaching seven out of eight. Um for our core um academic teachers, our ELA, science, social studies, math, they would teach six classes plus a u time period for intervention or enrichment, which we currently have. They would still still have that So this just kind of shows in a similar format uh the kind of structural shift is continuing uh in sixth and seventh grade with those four core and then PE health and PE visual arts um part of a student's day and then in eighth grade it's those four core PE health

061and then visual arts becomes a true elective at that point and instead All eighth graders uh would have that getting ready to soar one semester course which would uh work really well as they develop their individual career and academic plan and making sure they're supported as they transition from middle school to high school um as they think about their post-secary plans. The other piece in this work is we took the five destination areas that we have at the high school and that's how we um engaged in identifying the electives and then organizing the proposed electives as we move into next year. And so you'll just see those five areas that we have at the high school and then uh you know that was used as the overall framework to develop those electives. Then this slide

062just shows kind of that shift uh and adding uh two essential two periods where electives can fit into a student's schedule. This allows us to address an unmet an unmet need that was clearly identified by our students and our stakeholders, our parents and guardians where when a student chooses band and band and chorus, they really aren't allowed uh any other [snorts] options outside of their core offerings. And so this opens up that opportunity for our students. I will note that um if a student is choosing band and chorus, they get four of the eight offerings for the grade level. If they have band or so, if they have both band and chorus, they get four of those eight offerings. If they have band or chorus, they end up with six of the offerings over the

063course of the school year. And again, uh, the sixth and seventh grade using the recommendation from that workg group, it'll be a wheel that's intentionally assigned. And then as they shift from seventh to 8th grade, that's where they make those requests. Uh, which is very they'll do that in Zello in a very similar way uh that they do to make their four-year plan. So, it should help them kind of get um used to that idea of uh where they go to see their four-year plan. So this slide just shows what this revision does uh as an example. So you see student A has chorus and band and then they're getting um those additional elective periods uh or electives in their schedule. So they're able to experience um things outside of their core and then band

064and chorus. and then a student that may not choose to elect chorus or band uh how they're getting all eight electives. I think what's uh critical in this is that uh band and chorus is an elective uh and so they're choosing that for the duration of their year which is great uh but it's also providing those additional opportunities for students. And so this is right now uh the elective proposal by grade level um for each of the grades uh within each destination area aligned to the high schools uh areas that they have. And so you see what was identified um as elective offerings. And then I also provided for you tonight a sheet that shows uh the current electives and what is being revised or maybe um isn't in this proposal to continue. I think

065the main shift that I would note was what Dr. Cornwwell was uh identifying that currently our students 6th through 8th grade uh essentially have an additional art visual art experience in their schedule. Uh so it kind of duplicates itself. They're not the same course uh but it becomes duplicative in their schedule as is health. And then music skills. Um, our students currently have piano uh in sixth grade, guitar in seventh grade, and then another music skills course, which is kind of uh a combination of things and some music appreciation along with some technology integration with music. Uh, and so in this shift, you'll see music exploration is in there for sixth grade. Uh and you'll see some other courses that are much like the current courses but maybe um they will incorporate some of the

066skills that we already are offering but in maybe a different way or spread out taken from a course where maybe there was a unit on um animation to maybe now a larger course uh on animation and digital production. So, uh, that additional handout kind of shows what our current offerings are and how it compares to what's being proposed. Do you mind if I jump in and just ask a clarifying question coming back? So, the classes on the current schedule that remain even with the aststerisk that might be um changed. They are all encompassed in this or it'll be the two together. >> Uh, they're encompassed in that. So for example, sixth grade right now computer skills or technology exists. That course uh will largely stay there. It will in this proposal, but there may be

067some revisions made within that course uh to either take out maybe something that already is like maybe there was a unit on a specific thing that now is a full course somewhere else that we wouldn't want to create complete redundancy. though I don't want to get a hold of or ahead of myself because we aren't uh in that space yet. Exploring business and business market systems, I think it's likely that things that are in those seventh and eighth grade uh technology courses, they will those skills will need to be taught and developed in those other courses. It just might have a different um context wrapped around it. Um but again I want to be careful because uh you know we haven't gotten past really these pieces. I think the other project lead the way is

068another example where like intro to coding at least one of those project lead the way courses right now does a great job doing intro to coding. So that intro to coding might become one of the project lead the way courses that we're currently offering. Um and same with computer science for example. So I think right now um we're kind of holding until we get um to the next step where we identify who might be the teacher uh for each course so that we're able to bring them in and work with them on the development of the courses assuming that they exist. uh because like trades exploration, we don't currently have an industrial tech teacher at the middle school and so we'll likely be working with the high school industrial technology teacher to make sure that

069what we're doing in middle school is building them up uh so that they're coming with some skills that might be helpful prerequisites so when they choose a course in manufacturing they're coming with some experiences. Can you tell me more about the um going from teaching six out of eight per >> five out of seven? >> Yeah. From five out of seven to basically seven out of eight. Um you mentioned that that's not aligned currently with the other with the high school and the elementaryaries. Can you tell me kind of what the high school and the elementaryaries look like? And have you talked to any of the teachers about what that would be like for them? >> Right. So, um, we currently teach five out of seven, um, at the middle school, which our periods are

070about 54, >> close to that. Um, so our teachers have two of those planning periods a day. Now, we do, um, have our team collaboration during that time as well. Um, our elementary schools have 40 minutes of planning a day. And then our high school teachers teach um, most teach seven out of eight. There are a few that teach six out of eight. And those six out of eight teachers have another duty like duty, a study hall or a learning lab if they're a core ELA or math teacher. >> Okay? But they only have it they only have a planning every other day because they're on a block schedule. So depending on the period, even or odd, that would be where their planning is. And Monday, they still do an eight eight period. So they

071do all of them on Monday. So they would have that and then two other days of the week. >> Okay. >> And elementary, remember, teaches every subject. So they're I'd love to be able to figure out how to give them more time. >> Yeah. >> Because that's that's that's a lot. >> Thank you. >> So it will be a shift in practice. Yeah. >> And that that is hard for grown-ups. >> Yeah. And the seventh period day is still relatively new. Like we just the middle school just adopted it three or four years ago. >> I think four years was the first year. And in full transparency, um, that was right as I was transitioning into this role. And it was, I think around August that it was identified that there may not be enough

072places for students. And so some of the elective offerings that became very duplicative in the schedule was actually it occurred in that moment. Um [clears throat] and so I don't know that it was uh kind of as comprehensive in nature and identifying what could could we offer. It was largely maybe um identified based on the staffing at the time in that moment >> and they were at 8 before and went to seven. >> Yeah. They were at and then lunch was 9th. >> I see. >> Which I'm guessing something like that. There's some room for lunch improvement. I know right now [snorts] >> Tucker's working on the logistical side. [laughter] >> He's gonna find time for lunch. >> Um what about JAG? >> Yeah. So Jag, uh the plan is for that to continue. Um

073and [clears throat] JJ will be treated a little bit differently than how we treated it this year. This year it was kind of a random identification um and it's considered what IG would say is light and it was mainly provided for seventh and eighth graders. Um we want to shift to more of uh maybe shift away from light to heavy I guess for a lack of a better way to say it. uh where we use their selection process to identify students that may benefit from additional support in that area um in sixth, seventh and eighth grade which will then kind of feed forward into that 8th n um I mean 9, 10 and 11th grade. uh because our hope is to expand JAG into nth and tth grade uh for next year so that it

074creates kind of that seamless support that is supported by our current postsecary readiness data which really indicates that students that maybe meet some of those selection criteria um would benefit from additional supports so that when they leave uh 12th grade. Uh they have a clear postsecary plan and they've had support and kind of experiences that are really intentional wrapped around them to support that. So this year I would say was kind of a trial year. Uh and we focused on seventh and eighth grade and it was very light experience where um if it fit into students schedules with band and chorus it maybe got placed in their schedule if they weren't in something else where it'll shift to that more uh specific cohort model. >> It got rave reviews at my house. So >> great.

075>> It was a great experience. I started the detour with that question. So, I don't know if you were done presenting or >> because Okay. Um I guess I have a question about um we talked Hannah asked about the planning um periods and I guess my concern is all of the extra things that happen in teachers planning periods, whether or not it's enough time for elementary and secondary. Um, but all of the PLC time that happens, the IEP and 504 meetings that happened, how are we going to protect planning time for teachers with this transition? Um, because when it was a a period day before, there was still even more planning time than this. And so I think I understand where you're coming from. It's more and it's maybe not always in line. But if

076we reduce it back even further than it was with the prior schedule, I worry about staff's ability to do all of the new things that legislation and we are asking teachers to do now that we weren't asking five and 10 years ago, >> right? >> That we were asking more of. We were asking a lot of them then, too. >> And there there are ways to do it. I come from the elementary world with 40 minutes of planning and all of those things exist in all of our buildings in um in the district and in all Iowa schools. Um, so those are those are meetings that that will continue to take place. Um, and we will we will make it work with with less time. Um, one one big thing that comes up, some of

077these things happen before and after school. Our team collaborations will still happen during that planning time. Um, subbing is a big is a big question and I know that's um, universal that's everywhere right now. How do we get coverage. Um, right now with the way our middle school is, one of our our teachers can sub for one period and still have a planning period. Um, I know that's not the case at our other buildings. Um, which is why we have compensation um, for if you sub during a period that um, if it's your only plan, you get compensation for that. Um, so that will still be the case. [snorts] Our buildings all have sub rotations um, and every person will have a turn um to sub is that um anybody's favorite thing to do no

078um because planning time time is valuable um and Tucker is also my logistics guy. He puts together the sub coverage plan every morning which isn't a nightmare for every morning for every school admin everywhere is figuring out who who can cover for others. Um so if anyone listening tonight would like to sub we would love to have you. Um but Um, so one, we would love to get more subs into our system um, to support us with this. Um, and I'm not just speaking for the middle school, I'm speaking for all schools. Um, but then also we will continue with a rotation and work to be equitable in who's covering. So, it's not the same person every day or twice a week that we're we're being very equitable with that. Um, and then there's that

079compensation which is offered by our district, too. If it's your only plan, you get tiny bit of compensation for for that time. >> Is that correct that it's only if it's your only plan or is it across the board compensation for >> um Oh, I really have thought the middle school, elementary and high school that is their only plan. >> So I thought implemented it back during CO that it was no matter what if you were subbing you were compensated. >> And I think practice right now is at the middle school as well. So they are no matter what. >> That's what I thought. I hadn't didn't really think about only >> I just had a moment where I was like are we not paying them because >> they are and then our this I'll

080try and figure out the best way to ask this and I apologize if I don't do it in the best way. The budget cuts that we had impacted many positions. I don't know that we're all fully aware of what positions were impacted, but I think there's understanding that some long-term sub positions may have been impacted. How does that factor into this? >> I think there were eight total, so we retain the other half of those positions. We're still we still have subs that we're using as extra um support in some of our elementary buildings. So, they're not all deployed in a day necessarily. I don't know. I I watch the middle school when Tucker sends out the the list of who's out for the day and I see that there are people that are covering,

081but there's also a lot of coverage from the substitutes, too. So, I don't know if it has to do with what time somebody called in and there isn't a sub, they've already been assigned somewhere. But I know Lauren's team frequently will call them to a different building. if there's a a need at another building, they'll call them instead of saying you're a support person, then they would send them to a building. I don't know exactly what criteria he uses for that, but I do still see I mean, are we always going to have a sub in the room? I probably would guess no. Um, but that's so much better now than it was years ago. We do have subs that pick up our jobs, so I think that's an improvement. He would Lauren would have

082to give you more of the statistics on that. >> Anybody else? I don't want to dominate. I really don't. Go for it, friends. >> You're so good at it. >> I don't want to be the only one, but [clears throat] I'll go while you all are thinking of your next question. Thank you for thinking of it. Um, will there still be 30 core teachers with the proposed schedule? I think the assumption is that there may not be and that we'll be going to a total of 12 sections of core classes. Do we have information on that? How what's the plan at this point? >> Right. So, our team um our team u um because of if our teachers are teaching six and I'm talking about ELA, math, science, and social studies here. um if they

083are teaching six periods plus a U time um that takes the place of team teachers which means we don't there we can actually um reduce by two um teachers six total is my math right um two from each grade level um so we don't need those teachers um through attrition through um resignations through retirements um [snorts] we have spots for all of our teachers right now. Um, so we won't need to cut anyone. >> We have spots for them. >> Okay. But then we are in theory giving up that studenttoteer ratio that potentially could lower class sizes further if there were classroom space and all of that magic that you're working there. >> However, with offering, we will still be offering more sections of each class. So, our teachers will actually have more students they

084will have more students on their roster across the day. However, the class sizes will actually be smaller. >> So, we'll go from 10 sections to 12 sections per class. I think another piece with the team you um that's a little tricky and I don't know what this is like as a student uh but I have some perception just in my observation interaction is that some students uh may stick with a teacher for two periods back to back in that format uh which can be a little tricky. Uh I know that we do it at elementary uh but it's kind of unique on that team um just that group stays together uh for just in a unique way. I just >> the the kids stay together and the teachers are with them. Um I compared it

085to being stuck with your family in a car on vacation. you're in your 10th day of vacation traveling across the United States. You're all together. Um so it's a lot of closeness for groups of seventh and eighth, sixth, seventh, eighth graders. Um we I mean I have only been here a few months. However, I know that those team teachers um we don't have very good retention with teamu. One, they teach two content areas um which is more than our other core areas. Um, so they're they have two content areas and then once a um so they have more planning. They do have more team collaborations to get to and then they have that same group of kids. Um, well the kids are lovely. Just sometimes when you're with them for a long time >> it's

086a lot. Um, but they um the moment a straight core position opens up, a ELA a sixth grade ELA job, those people take those jobs. And then we get brand new teachers or new to the building teachers who have to learn the two new content areas again um and work with the the dynamics of those classrooms. And then the next year a seventh grade ELA position opens up and they take that and we refill. So, um there are some retention teacher retention concerns with with the team, um which to equitably have students spread across um we almost had to get rid of all of the team to be able to do that. >> And there's lensure issues, too, because they had they're certified in one of those things, but >> very few people come multiple.

087>> I think it's a great driver for a lot of the work here. I think that's what we were looking for and asking for. Um, but I just wanted to understand what the impact to the number of teachers was. Um, can you clarify for the communities and our benefit what we will be approving in the future and what will be administratively decided? >> The curriculum that is recommended will come before the board like all of the curriculum does. We um bring the high school courses because that's in Iowa code to have the board approve those if there was any new courses written for the high school. But we didn't plan to bring the courses because that was not a requirement that I'm aware of. So whenever they get the course written and curriculum is recommended

088then that would come to the board. >> And then the schedule overall we will not be approving. No. And then um that's pretty much it then. Just the course piece. >> Everybody get that. [laughter] >> Um one more question I had. Well, two more I guess. Um the crossover between the wheel placement and purposeful placement. I think one of the things that a lot of us have experienced as our sixth graders who do be a course not getting to do computers. And I think learning that critical using all your hands on the keyboard skill is so important. So, when they get to seventh grade, if they weren't able to get it in in their sixth grade, will that be hit in the seventh grade technology options? Will they be able to loop back and take

089a sixth grade elective if it was primarily for sixth graders? What does that look like, do you think? >> Yeah. I mean, what I would say is that there's [snorts] eight uh electives per grade. And one of the benefits of that is that because we want to be intentional with that wheel, uh, same thinking that there's going to be some electives that we're really going to want even students that are in chorus and band to make sure they're getting in [snorts] sixth and seventh grade so that when they get to eighth grade, they have some sense of what they would want to choose. Uh what that might mean is that computer skills for example everyone is getting um in sixth grade. >> So they still do Mavis Beacon teaches typing. You need to do that

090in >> Did you have to do that in school? >> They do track their scores because I get reports that they put the paper over your hand so you can't look. >> Yes. Exactly like that. Um, and then foreign language I think is one that we hear about a lot. And so just curious on um if we are reducing the number of teachers, is this an opportunity to look at adding something back in for foreign language at middle school? Are we missing a chance to um provide something for our kids that other districts are able to do at middle school level? Yeah, it was definitely uh across our students and our parents something that they like rose to the top in each one of those kind of surveys and focus groups. Uh and so what

091was identified is that world language exploration course in 8th grade. Uh there are some complexities with world language. uh one being we offer three languages at the high school and so it' be really we wouldn't want to prioritize one language or the other like over another because we would want to be able to make sure we're supporting the growth of each of those programs. Uh and so where that group landed essentially was the world language exploration course where they get a tasting of each of the three languages that we offer um and the culture around those languages uh within the semester which should uh support them in identifying which language they want to pursue when they transition to uh high school which is better than what we have now which is kind of like do

092you want Spanish, German or Japanese? Uh and they maybe don't know what is the nuance difference. Uh so that was where it kind of landed. Um some other districts in our area do offer kind of Spanish one, German one, uh or if they have another language at their high school, they'll offer that in 8th grade as their first year of that language. Um, and that wasn't where we landed with things, but fully recognize that, uh, you know, staffing could allow for that to happen if um, you know, the current adjustments being made and then what could be. I would hope to grow that in the future being a former Spanish teacher. But and German and Japanese are also great. So we can look at that. Um I do want to wrap back to that um

093planning open period. I do want to just add to that that um there are ways to make our those other meetings that teachers have super intentional and focused um and that would have to take place with our with our new schedule. Um ensuring like a calendar of meetings, when those meetings are happening, who's at those meetings. Um, and really being super intentional about that. Um, and I know that's a practice in in many spaces. And that's just something we would really need to implement at the middle school for this upcoming year to protect time for teachers. [snorts] >> Have you gotten any preliminary feedback from teachers as you talk through this plan? >> Yeah. Um, on the on the seven out of eight Yes. And there's a lot of concern about subbing um because that

094is already a concern and that's just added. Um I do think the electives options are um favorable to most. Um they want opportunities for the students. Um they want students to be engaged. Um so um I think there's a yes, this looks great and it's it's going to be hard for me and my team. Um it also requires some shifting of individuals to make this happen um because we've had those team structures. Um so there are people moving and um and that's that's also a challenge when your team is shifting. Um so there are some things that are are are challenges for our staff and I fully recognize those and we'll need to be intentional about planning for those. >> When will teachers be notified of shifts or changes in what they're teaching so that

095they can We've talked a lot about letting teachers know early enough in the year that if they want to pursue something else, they have the opportunity to have jobs open and available to them. >> Yes. So, our core teachers um know and then and those moves have already been made. And by core, I'm talking about ELA, science, social studies, and math. Um and then our electives teachers. Um we've been working on the logistics of the actual schedule, put piecing together periods of the day to make sections happen. Um, and we think we're about 94% there. Um, and so by hopefully by the end of this week, we can tell the our electives teachers what they will be teaching because we need to do curriculum review um, which is the next phase or curriculum development and

096curriculum review um, to be prepared for the upcoming year. Should I close with a positive >> [laughter] >> Um, no, I guess I would just like we we all I think saw the larger class sizes and know that this is a solution to that and that was a complaint that a lot of people had. Um, in addition to the inequity between a twoerson and a fourperson team. So, I appreciate those changes and the potential for my sixth grader next year to be able to take computers would be great, too. Um, [laughter] with that said, I think we should be thoughtful about if we are reducing six positions. Um, I know that I know we're going to be having terrible budget conversations for years to come, but if there's anything we can do um to capitalize

097on those FTE slots for full-time sub retention or for um language or things like that, I think this is a chance that if we could >> and I will say it's not a total six person loss because we do need some for this like an industrial >> that was the question is if there will And so we will >> three, >> maybe three. There's two for sure. >> It's an estimate. >> We're still looking at the possibility of three. Okay. >> It depends on the schedule. >> So we're not just getting rid of six slots. Then I know that we don't know what we'll be dealing with in a year or two or three. But >> I just >> and that's why we didn't deviate from the plan that we presented to the board that

098you approve because these are outside of that plan, the savings that efficiency that comes with it. But we also know that next year we're going to likely be in a similar situation. So rather than add a bunch of things back in to go [snorts] through this again, I felt like it was better that we we just keep the status quo where we were with the um attrition. So, nobody being cut was really nice to not have to reduce a teacher. So, and Lauren's still working on the pieces from the plan. So, okay. You can tell this was very thoughtful and intentional and I really appreciate that. >> Well done. A >> lot of work went into getting to where we are right now and I know some of us are still working. >> Thank you

099for the nice nodding in the back. >> Thank you. [laughter] So, I'd uh like to bring Stephanie up and tonight's strategic plan presentation will be um Brandon, Stephanie, and I. Um Lauren did go to the basketball game. Hopefully, he texts us and lets us know how they're doing, if we're still here. We are still here. Um so, I just want to remind you this, we kind of call it the olive. And those of you who were at um UKILt a couple of weeks ago will remember when I was talking about this. When we present the strategic plan to you, we present this at that top level, that district level. That's why uh you don't get such detailed data in these presentations. Now, I did I do provide you more detailed data in um assembly if

100it's something that the board requests. Um but you're looking at this right here. What's going to you're going to hear is going to be from the district level. What you guys looked at when you were at UKILL was more at the building level because each if you remember each uh school had a table with the leaders at their building who were going over their building data. when they go back to their building, they're looking at it by their department or their grade level data and then down to the classroom and eventually down to the individual students. So, I just want to remind you of that. Um, I also attached in assembly might have seen the 2425 uh board strategic plan goal and data explanations and that is the correct date. Back in June of 24,

101if you remember, the board asked for kind of tell me what all this stuff is. We don't work in this world. So, this was created for you and I just put that back in there and um gave you some slides to look at in preparation for tonight so you knew a little bit more familiar on what you're going to hear from the team. Um I'm sorry, I think I pulled the wrong one out of my bag. Okay, I'm just going to have to go off the top of my head then. Okay, so again, you get these updates three times a year. Um, in June, you'll approve the new strategic plan for next year where we'll be spending some time at the district level and schools doing that as well. at the building level looking at

102the uh results that we had and what needs to be changed if there's any um information that needs to be changed. You remember we went from the pillars before now to the goal areas. So those are an example of some of the things we changed in the structure of the plan. [clears throat] Um I just want to call back to your um the culture of dignity and belonging where we've divided each of the areas um into color kind of colorcoded with our um patients empathy, openness and listening on the outside. So you'll see a a shade of this color for the group match on any of the slides where it applies. >> So that first area is to ensure high achievement for all students. That's that first school area. And the celebrations uh during the

103winter screening window was that our earliest learners, our preschoolers really shifted in both literacy and math. Literacy they went from 79% uh meeting the widely held expectations to 90%. And then in math it was 66% meeting the widely held expectations in the fall to 88% at the winter uh assessment window. You'll see in the data that the early reading and early math uh show a beneficial trend from fall to winter. And then historically over the last 3 to four years. Um and then in second to 12th grade in a reading, the winter proficiency has increased seven points since 23 to 24. And at the district level data, uh that is a great improvement over time. And then over the past three years, our second uh to 12th grade A math proficiency increased four percentage points

104uh and remained stable between pretty stable between that fall to winter testing period. Uh our opportunities for improvement, we did see uh an adverse trend uh from fall to winter in the third grade CVMR fluency results. Uh so one thing to always know between fall and winter is the rigor or expectation changes between windows. So even though maybe proficiency didn't uh fare at the way you know our intent was uh that doesn't mean growth didn't happen between those two windows. Uh and then second through 12th grade a reading proficiency showed an adverse trend from fall to winter and that applies to a math as well. There uh is a clear dip between each testing window historically between the fall and the winter. And again uh that doesn't mean that growth isn't happening. It just means

105that proficiency the expectation is changing. Uh the rigor of the questions are changing. uh and we want them to be proficient as well. So 80% is kind of uh the widely held expectations of a healthy core. Uh and we're still working uh to gain that. Our next school area is to empower students to thrive in a safe and supportive learning environment which connects to the areas of schoolwide systems and structures, teaching and learning and district policies and procedures. Um so some celebrations that we have with our sabers and my sabers the social academic emotional behavior risk greener students K12 demonstrated a decreased risk from fall to winter and additionally our chronic absenteeism data show improvement compared to last school year. um some areas that we still have opportunities for improvement while our chronic absenteeism is

106improving um in lessening while improving um we're it still remains above the district's desired threshold. So knowing that quarter three which is traditionally our highest absenteeism quarter of the year is still coming looking at making connections um for students of the importance of being in school. Can you define for us what chronic absenteeism by your standard means? >> So, a student is considered chronically absent when they've been absent more 10% or more of the days or hours of the school year. >> Thank you. >> All right. The next, [clears throat] excuse me, the next one we uh will it will be um showing you is providing high quality services to our community. Um this is part of the caregator and community partnerships. Um our celebration is um according to our January 31st uh projected solveny

107ratio is 11.3 which is up from 7.3 from the previous year. Um as of January 31st that projected UAB is up to 16.6 uh up from 15.4 last year. and hoping to keep those rolling on. >> And then just to wrap up to give you an update on where we are with specific strategic actions uh that are on our strategic district strategic uh plan. Uh that last bullet you got that update related to identifying potential unique programming that meets the needs of the students. And one area that we're leading that work is around the elective offerings uh for six through eight. So, uh, you had an update regarding that tonight. That top one earlier this year, uh, we recognized students that had created or lifted up the digital citizenship kind of expectations. They created a

108background for student screens. Uh we have developed with feedback uh from SCIAK as well specific digital citizenship learning requirements for each grade band uh kindergarten through 12th grade and in the process right now of identifying where are we already teaching some of those and programming that we have. Uh but then where might be holes or opportunities that we can add or layer in um some intentional teaching around digital citizenship. Uh the second one is refine our technology safety protocols and monitoring uh related to technology to prioritize student safety. Uh key actions that we've taken this year is we've rolled out a vetting process for any uh use of technology within our system to ensure that there's a data privacy agreement that meets our requirements so that student data isn't being harvested or ads aren't being

109um target ads aren't being not target the store but like targeting of ads to our students. Uh and so uh actions are being taken uh to implement that vetting process. Uh and we can now say that every uh of application that goes through that process is having that thorough look um to ensure that we're only having students engage uh on things that are safe um so long as they went through the vetting process. The other piece with that is we've layered on additional filtering within our system. Uh so it used to be that a student could access YouTube. Uh and now YouTube is locked down. Um and YouTube is only approved based on uh the instructor's needs. So if an instructor needs them to be on a certain YouTube video, they can uh get that

110approved. Uh and so we've taken actions to kind of strengthen kind of the filtering that it was still generally safe uh YouTube uh however like it got through the filter. Uh but it's not something we want students to be regularly on. Uh and so actions have been taken around that um to ensure that we're continuing to make sure that our students are accessing technology in a safe way. The other piece is is we are holding quarterly meetings with building administrators to show them the overall screen time within their building by grade level along with applications and how frequently they're being used. Uh, and then finally, we're running reports to see the frequency of maybe applications that we're unaware of that get through the filter because there's nothing illegal on those, but maybe they're not the

111best things for students to be accessing. And once that report is run, then actions are taken to filter it out so that students are no longer accessing that. Those are largely games. Uh, their electronic device is for learning. It's not for um games. So, that's one of the reasons why we're taking [clears throat] greater action in that area. >> I think that's why we um made the decision or part of why we made the decision at the middle school not to take them home. The wear and tear on them was awful. There's a lot of breakage, a lot of um lost cords, lost everything. So now they can take them if there's a need for them to check them out if they maybe have been out sick or something for a week or whatever and

112need to do some work. But we were finding there were things at 2 in the morning that were showing up on the computers that it wasn't learning because there's nothing going on at 2 in the morning that we should have them on the computers. So I think that's what led to this being able to restrict them strictly for learning activities. Any questions? Well, we'll be back in June with a recommendation for next year's plan. So, if you have any questions in the meantime, if you haven't had a chance to go through those data slides, I would encourage you to so that you can um see what's in there as well as the definitions and explanations. So, let me know if there's any questions. >> Thank you. Thank you, Stephanie. >> Thank you, guys. So, the

113next item is um I was going to ask the board members who attended the February 26 UKIL Urbanddale continuous improvement leadership team if you wanted to share out anything about your experiences. I I will invite you to another meeting. So, I think I put the next date in um our weekly update, but that's an all day meeting, [snorts] the one that's coming up. So, I wouldn't expect you to want to be there for the entire day, but if you want to pop in and see how some of that work goes, you're welcome to. But I'll let Margaret, Josh, and Rodrigo share whatever you want to share. >> Maybe I can start with an overview to share what it the context and then we can jump in with stories. So we were invited to join the

114you kilt and that was led by by Brandon and what we did is we came together each school building sat together at a table and we had an opportunity to talk through the best practices of the district and really focus in on the four pillars that we just talked about through the strategic plan. So, student achievement, creating a high quality work environment, creating a student environment that fosters well-being and the quality services to our community. And so, how this was structured, each building numbered off one through four and divided into subgroups to focus in on one of each of these pillars. They looked at data, they talked about what programs had been working, and they shared stories of success. The building came together. They talked at the table to say, "Do you agree with what

115we saw was working in student achievement? Should we continue that? What was working in creating a better learning environment?" And after the at the building level shared out, we opened it up to the full room and across each of these buildings shared best practices. And you heard people saying, "Oh, that's a good idea. We should try that in our school." And I think the overall impression I had was just great innovation, just passion and love for our students and just this great dedication to dive in and to learn and to do the very best to bring out the very best in our students. So I'll pass it to Josh and to Rodrigo to share some of their learnings. Um yeah, it was it was really for me it was really great um seeing what they're

116doing because they're doing some amazing things. And I guess to me, this is something really trivial that I took out of it, but I thought was really, really amazing was the middle school teachers and [clears throat] staff were talking amongst themselves about using positive language when you're talking to talking to the students and just the little things like not saying don't run the hallway, saying please walk. Just flipping it around and how much more po how that's a positive and not a negative. And I like I guess I've never thought of that. And so I thought that was that to me that was just really interesting. And also that everyone was had a lot of really good ideas on um addressing the chronic absentee teism problem because we all know if the kids not if

117the kids aren't in school, they can't learn and that's what we're here for. >> Yeah. Um it was it was actually a fun experience. um and getting to meet some of the teachers personally and seeing um what they're passionate about. Um the one group I joined, I sat at the high school table and the when they broke down smaller groups, I actually was with the absentee, they were tackling the absenteeism as well. And um just, you know, it doesn't take anything uh major, I think, to help improve that. even some simple solutions like some of the things they talked about was having teachers kind of be out in their doorways and just at their halls and just encouraging the kids, hey, get to class. I know. And just building even though you don't have all

118these kids as students, you can still build relationships and it can be positive relationships influential for them to get to where they need to go. And they talked about if they can all start doing that and being more present even in the hallway right there in the immediate area, that can help encourage our kids uh to get to class as well. But um yeah, one of the things that also stood out to me at the end is when each building did their presentation and then everybody could garner good ideas for what they could do at their own buildings as well. So, uh it was a great exercise and I think it's it's great work that they're doing with those teams that they can then they bring back to their own buildings as well. So, >>

119I always get encouraged when I go because you hear positivity. you don't it gets evident how much these teachers care about and administrators care about their kids and it's it kind of gives you a little bit of a deep breath when you are there and you hear you're surrounded by that instead of all of the other things that you deal with during the day. So I appreciate Brandon's um leadership in that. I know it was restructured. We used to have more of those meetings. Now there's fewer of the meetings but they're much more focused and intentional. So, I think that um I think the teachers enjoy coming together. I I [snorts] appreciate their passion a lot. I also want to point out the beginning too when you had them split up the buildings and people

120from different schools met teachers from other schools as well that they probably wouldn't normally meet or know. So, I think it's just a good experience for them to meet the other teachers throughout the district that they probably don't don't get to know. I think for us, for me at least, it was great seeing all the talent and knowledge that we have within the district that and what they're doing and how they're using that to better the education for our kids and how much they care about that because we do hear a lot of the negative negative things out there. But it's great to know that everything that we're that we're doing as a district is based upon these folks that are, you know, extremely wellqualified and extremely caring um behind it all. >> So, thank

121you for your leadership there, Brandon, and thank you for your leadership there, Dr. Okay. So, my favorite work um policy work. You have a couple agenda items here. The first one is a first reading of the 100 series of um this is the part of the five-year renewal. Every every group, every chapter is on a five-year renewal. And this year it's the 1000 and the 100 series. And I try to give you a little bit of a synopsis in the detail section about what is being recommended and why. And in the 100 series you have 101 and 102 which is um educational philosophy and long range long range needs assessment. This um these are just taking out date of revision. This is just removing that. And then in 102, a regulation will be added that

122will clarify the assessment process. I I don't have that yet, but um these were just kind of technical things. There's not a real policy change for them. And I don't know if that's something I could take out without bringing to the board. So to be careful, I brought it. That's left over from the old way that we used to do them. Um, we'll be bringing all these back to the next meeting for approval. The next series is the 10,00 series. And you can see there's quite a few policies in here. Um, some of these just had a change in legal references. When I sent them to the attorney, that was something that she corrected for me. There were um flipped. Instead of saying Iowa code, it said code of Iowa and some of the chapters

123and pages were wrong. So, those were changed. But you do have um a number of new policies that are down towards the bottom, the 1017, 18, 19, 20, 21, and 22. And these were taken straight from IASB's recommendations. And again, the attorney did go over them. Um the 11015 on automated external defi fib AEDs. Um that was I appreciate the uh nurse at the middle school and at Webster um Stephanie and Amy who helped edit that one because I don't that's not something I'm familiar with. But they were able to do both the regulation and the policy for me. And I wanted to include the regulation because um there were some it was quite detailed and I wanted you to be able to see it. And I think there was a question on was it

124the regulation on the locations? I think I counted wrong for there's five locations, five public locations and one that's in the trainer room. I don't I mean that's public too, but not for like people walking through the school. Not to say that if somebody wasn't by the trainer room and had the need for an AED that we wouldn't use it. Um but I can fix that piece of it. And then there was another question about visual checks. >> Is that it? AED I think um I just wanted to clarify because the policy strikes um in checking of the machine and now says with the automated checks um it's my belief that best practice would still be to do like a visual confirmation that the check mark or the battery plus light would still be operating

125on all AEDs. Um so I just wanted someone to look at that. Thank you medical professional. And I asked I asked the nurse about that one and she said that these um there is no human verification that the battery is okay or no you said that um she said there's a beep there's a buzzer that goes off. We do visual checks monthly. If the sh selfch check doesn't come back good then it'll continue beeping until we address it. and the nurses are still monitoring them, but to not have to do manual checks like with the old AEDs. So, there is the visual check every month. >> That's all I wanted to make sure someone's >> visual confirming that. Okay. >> Yeah. Because if it completely dies or if the beeps don't work >> and when

126I bring it back for a second reading, I'll fix the um number of locations and I'll I'll reword it as public locations. And then I also had two just questions on titling on policy 10008 and 102. 108 reflects PTO and I didn't know if it should be broadened to encompass other community groups in the title now that we um I guess it spells out trying to remember 1008. >> Y so it in the body >> Oh, it does say change title. Okay, perfect. I was like, "That's okay. Perfect." >> So, that one is okay. >> Yep. And then 112 might be the same thing where I read it in the policy and didn't see the change title. Should we change that one? >> That one. I didn't change the title. >> I wonder if we

127should because we're combining facility and school equipment into one policy if the title should reflect facility and school equipment. You could probably make an argument that a facility is school equipment. They're a little different. >> But if you're trying to and >> like how to use facilities. >> And what was Margaret? I I missed what you said. >> If you add facilities to the title, it may make it easier to search in simply. >> True. >> And then I just included a note. This is just my question. I don't care where you land, but if you wanted to add or your designate in the person responsible for the application, obtaining insurance and drawing up contracts because I'm guessing most of that doesn't happen within your department. And so, and where that is in policy 1012.

128Um, and I think it was, let me find exactly where it's at. It's in the second paragraph at the bottom. It's the responsibility of the superintendent and board secretary to provide application forms, obtain proof of insurance, and draw up the contract for use of school district facilities and equipment. And you're on 102. >> Uhhuh. >> Because I don't have paragraphs. I only have nine numbers. Um, it's in the >> So, there's numbers 1 through 14 in this one. >> Yeah. >> And then at the very bottom of the page, >> paragraph that starts with application and arrangement. Oh, then I not. Let me I'm probably being over there. Yep. Go down. >> So, I'm not crazy. >> No, but you're not crazy. >> It did not print. >> I some This is what 1012 says

129to me. I don't know why. >> In the online version, it's the second paragraph lesson. >> And I don't Maybe you don't need to. Maybe you can designate whenever you want, but >> I know what that was. That was actually a combination of a couple policies. So, I'll check online. I was confused earlier, but now it makes sense. So, >> can I just ask one more AED question? >> Pardon me. >> Can I just ask one more AED question? >> Uhu. >> Um, I know at least they used to all have to take CPR in high school. Do they still >> They do. Okay. >> Correct. Is AED training a part of that CPR? No. >> I'm glad you guys are here because I would not have known the answer. >> I think there's legislation

130talking about that, but I don't know where it is. >> Is it a part of training for staff? >> Uh, each each building has designed it, >> but not every staff member. >> Not every staff member. the web. Didn't I take a vector solutions on that? >> I don't. Did we? >> It would be a really simple thing to add to your safety at the beginning of the year. Like anyone can stick it on there and it does it >> and it tells you how to do it. But if people are not intimidated, >> I can teach you. [laughter] >> Says the nurse. >> No, I'm actually an instructor. >> Oh, I don't I didn't know that. [laughter] So, I now that I know what you're talking about, Cararissa, it makes more sense. So, I

131just didn't get my notes right where I pulled these out. So, >> up to you in legal on that. I don't have a strong opinion. I just didn't I'm assuming most of that doesn't generate from your office, so I didn't know if it made sense to add or designate or something. >> Yeah, I'd be for that >> to designate it. [laughter] Um, were there any other questions on the thousand series? Those will also be coming back to you. Um, 508 is in here is the next one. And this was adding I don't know. I couldn't get it to not be green, but um, in 625 a few months back, you um, approved an update to that where we added these reasons that an absence would be excused. And we missed this particular policy because that

132policy was um that one was chronic absenteeism, right? >> And compulsory education. >> This is just absenteeism. So we're just asking that that be approved to add to this as well for excused absences. >> I have a question about this. I don't know if this is something that is this all mandated by the state law. these things. >> Okay. >> Just messaged me and said that um >> DOT appointments are not approved >> excuses >> and I was like that's strange because you can't go there anytime except during school hours. >> They would be excused. They would not be considered exempt. >> These are exempt. >> So a parent can excuse their student um for different appointments. However, the state determines whether items are exempt or not. So whether they count towards chronic absenteeism truency

133or it and then we have the other measure of chronic absenteeism which doesn't matter if it's exempt or not exempt. It's just you're absent or absent. >> So it's not that they can't go, it's just that right >> it's going to count. >> That's what she was saying like I wish that I could get this excused like a medical appointment or something because there's no time they can go. But I think if they're really worried about my for DOT appointment, there's probably a bigger problem that that that's putting them right up against the line of being chronically absent. >> No, there wasn't. She was just trying to be it was >> just like an argument. It just feels like an argument to argue. >> No, it was a different situation with other factors that she

134would have had other concerns about, but I felt like it was a valid point. Like why isn't that excused? It's strange. So, I was just curious >> [snorts] >> Okay. And then lastly in the policies, a new policy that uh we drafted up was 839. This is about federal and state funding allocation. There was a new report that we had to do uh for our special ed department and it raised some questions as they were working through it and we didn't have a policy to check anything on. Most districts don't have this policy, but this is is basically outlining how federal any staff that are funded out of a federal grant on how that um will be recorded. So, we felt like this was an important one to have in policy. If Steve and I

135weren't here or Brandy wasn't here or Melanie wasn't here, we wanted to have this as a it's known and it's important that this be followed. um the regulation that's in there as well. I ran uh both of these by our attorney. Um we drafted a a short sentence and she gave us the feedback on it. So that's where this is not something I took from IASB because there is no such thing in IASB. So I'm going to assume many districts will probably copy ours, but that's what this is for. Okay. And our students are not here tonight. They wanted to go to the basketball game, [laughter] so they graciously asked permission and they didn't need permission, but we don't have a student report tonight. >> We're down 72 right now. >> Oh, I was just

136checking. >> 72 early. >> That's started at 7 to >> It didn't start. It was start The last game went late. Okay. >> Over. So, >> did it start? >> I mean, >> probably about 10 minutes ago. >> Yeah, it's there's 43 410 left in the first quarter. >> So, >> we don't have public comment. I >> comment. >> So, we'll invite uh Eric Baron and Andrew Andrew. Is it Lebanon? Do I say >> works? Thank you guys for coming tonight. [laughter] >> Worked the wrong way. >> It's [clears throat] all good. >> I told you last time that I'd bring a guitar here and do a little >> Oh, [laughter] now you have to >> I wonder [laughter] what was in the box. >> Me too. >> Thanks for having us. Uh so we're

137here tonight to talk a little bit about um uh the AO at administrative office um and its relationship to uh to rolling green. So um just a short agenda here. Uh we'll talk about the long range facility plan just to give you kind of a little background. Um talk about some existing conditions. Um and then we'll uh briefly go through kind of a program and test fit. Um and then we'll just talk about what the next steps look like. So you know who we are. All right. So um [clears throat] long range facility plan. Um so this has been ongoing uh for the district and um as you as you well know and um just in general like on the left side there the past improvements. These are all the wonderful things that you guys

138have accomplished um over over years. Um and uh and part of the long-range facility planning uh that has uh been going on for the last year and a half um is on the right side and some you know future capital improvements and the things highlighted in in red there are um specific things that came out of the most recent planning exercise with the committee. Um obviously all those things are important but you know looking at how you structure um financing and and you know how you how you look at um uh different priorities and stuff the these are things that kind of rose to the rose to the top. Okay. And so um [clears throat] one of those within the within the tier one we kind of broken down into multiple tiers to help prioritization

139and consensus building. as you'll see there, the softball field, um administrative offices, um CTE programming, um and maintenance facility. And um specifically, um you know, some of these things were tied with u potential city guidelines, city timelines and things. Um that was one of the main drivers for for how this kind of came to be. Um but looking at that and why we're here tonight is really that that relocate district uh district office component. uh because we've gotten some other information as this has evolved uh related to city timelines. So, let's just talk a little bit about um your current AO and and what it what it is and what it isn't. Um so, you do not own the facility. Currently, you have a lease on on the space. Um actually two spaces. Um and

140um through some negotiation and um and uh understanding of timelines of where uh the catalyst behind this was obviously the softball field right at at Lions Park. Um but the city has kind of given some more guidance towards what that would look like and what the timelines would be. And so um your current lease expires here uh on January 31st, 2028. Um and you know, you've kind of grown into that space. It started with one uh now you have two um and it's just kind of evolved but it's really not optimized for efficiency right for you know for what you're trying to achieve. Um there's a you know lack of acoustical privacy um obviously with different discussions going on in in different departments um and the need for additional professional development space. Um usually when

141we were presenting either in the former boardroom which was behind us or you're doing professional development still doing professional de development um in some uh inadequate spaces. Um limited boardroom capacity even within this space while it's uh it's nice and it serves the needs of the district um you know it could it could uh u it could be expanded. And so we've just broken down uh for you there what the current square footages are for the two uh two separate spaces. And I do want to emphasize that in that um you have to physically leave this building, go outside and go around to the other side. So that's um again talking about operational efficiency. Um that's just that's just not um feasible here in Iowa. So we're going to talk a little bit about the

142existing conditions at Rolling Green. Um uh for the those of you that haven't seen it or been through it, um certainly we can offer tours and and uh you know walk you through that um if you so so choose. But um here's just a little history for those that that weren't aware or didn't know. Um uh Roland Green opened in 1968. Um and uh you had an addition built uh just shortly thereafter. Um and so without uh major uh you know major work um there's always maintenance and things that go on but that building was not touched for about 22 years um until the in 1990 uh you had a northwing uh renovation um and then uh a year later media center and west wing remodel. Um and then we jump again aside from just

143basic maintenance of things another 33 years. And so, um, it's it's it's time, right? There's something that that needs to be done with that with that facility. Um, it was closed in 2023 as part of the, um, reallocation of, uh, your elementary uh, configurations with Mstead and Valerius. Um, and so here we are in 2026. And, you know, what does what does that what does that bring us to? So, these are just some current photos um, of what the interior looks like. Um on the left hand side you can see the gymnasium um and uh you know kind of just its its state. Um and then on the right hand side um the glass block and Tazzo and BCT and andrew peering through the window there. [laughter] Um it has [clears throat] seen it has

144seen better days. Um it is not near as bad as what Jensen was when Jensen was vacated. Um and uh that roof was in disrepair and there was water infiltration and things of that nature. Um what you're seeing here is just a lot of just wear and tear that was left from the you know as the building was vacated. Um but uh you know there has been no money you know significant dollars put into to upkeep this um other than keeping the pipes from freezing, right? And so, um, while it may may look okay for as you drive by, right, curb appeal, um, the weeds are growing and things are, uh, you know, things are are in disrepair around the perimeter as well. Um, and you can see that, uh, just with that tree on

145the right hand side behind the the transformer, there obviously weeds, but that tree is growing inside of the uh, mechanical unit enclosure area. So, [laughter] so while the greenery is nice, um it is growing in all the wrong places. Um [clears throat] and so, um our team, uh you know, after we had done the uh kind of led the the majority the bulk of the um uh uh facilities comp planning effort, um we had done a a high level assessment in 2025. Um and uh that report is there and I think that's been included in some of your background information uh for you uh this evening. Um but we just kind kind of did a high level here and um and uh the overall structure again the bones are good right you have a facility

146that um is not in danger of falling down or anything of that nature um but it does need some significant upgrade within the interior mainly mechanical electrical systems um plumbing systems ADA improvements um and [snorts] you know a majority if not all the interior finishes right um so and that's just that's what happens when uh when you have a facility and and it uh it becomes, you know, kind of just sits vacant there. Um, you know, there's there's just wear and tear even in that that that goes on. [clears throat] And so, I'm going to turn it over to to Andrew here and he's just going to um kind of walk you through a a high level program and test fit um just to make sure that whatever we're um you know, we've been asked

147to to propose um in in the facilities here that they actually would would work and fit. So part of that process um I'll just kind of start out that nothing has been designed or set in stone. It's just a proof of concept. Could this work? Is this viable and peaceful? So to kick off that um that process, what we did is we worked with the district to understand the current programs offered here in AO1 and AO2. It really created a document that allocated the size of space currently and the number of um spaces needed to to do what you're doing today. And then we also looked at um the existing and what would we need if we're going to build new or renovate into another space. What are the types of spaces and size of

148spaces that we need? So just started here with some benchmarking on the current um uh program that you have. And we also zoomed out a little bit and looked at some of the um other districts in the metro um their um district size as well as their administrative or district office size. And then on the right side just notes um all of them except for the one here at Urbanale is owned by the district. So that's just kind of one of the anomalies here. You are leasing a space as Eric mentioned in one of the earlier slides. But AO sizes vary in and in and um from the districts that we see here and also even some of the program offerings. Some offer different um IT services, alternative programs, things like that in conjunction with

149their [clears throat] so that's where some of the numbers can be a little bit uh different as we go through. So just a little bit of a comparison between other [clears throat] districts in the metro. And then we also talked about goals. Um even before we did any type of layout or or test fit here, um we knew boosting operational efficiencies was a goal. not having to walk outside and be able to do what you do while here at work. Um, unify to a central location within the district. Um, rolling green just given its proximity within the um, school district boundary is a nice centralized location. Um, optimized existing facilities. Um, so leveraging, you know, you are spending dollars to keep uh, rolling green, you know, from the pipes from freezing and things from decaying

150further. Um so how can we leverage and more operation be more operationally efficient in um in the dollars and cents being spent there. Um creating a welcoming experience for all. So as people come to the district move in uh come for enrollment registration you know you're giving your first impression of the district generally. Um so creating a a space for that. Um another uh goal for the district was enhancing staff development. We talked about professional development spaces. So providing uh space for that um to further enhance um what staff are doing and then plan for uh program growth. So what are the things that you know as the community evolves as the district evolves what are the things that we want to account for and make sure that we're thinking 10 20 years down the

151road not just the the near future here. So those are some of the goals that we're um we established as we work through some of the initial uh programming and planning. So then uh we looked at the existing what we have set some goals and so we then defined a program of spaces. So proposed at this point and this is what is used for the test fit. Um so you can just see a series of spaces uh quantities of spaces um size of those spaces just to um start um with the layouts. Um it consists of office space uh collaboration space in in a ways of professional development, boardrooms, conference room spaces and then support spaces. So um you know we looked at that um without looking at any plans of rolling green at this

152point. We just want to say hey what is the ideal um for what we need to replace the AO functions at a new facility. All right. [clears throat] All right. So then we look at rolling green uh specifically the existing site. Um it is about 4.6 acres. Um it is zoned in R1s. So as a part of this if you are going to change the function of that from the school it will likely require reszoning of that. So just part of the process. Um 36 existing stalls. Um your main entry faces east of Airline Avenue. Uh I'm sorry off of 81st Street and then is flanked by three streets on the property and the west property is line is flanked by family homes and then you do have some existing outdoor amenities playgrounds playfield and

153gazebo paths kind of on the northwest side and south side. So that's the existing context of um the site. And then as we look at the building for Rolling Green, that um facility is about 35,600 square ft. Um it is a singlestory volume. There's no second level there. And you do have one high volume space. So that gymnasium that Eric showed in that early image is your tall volume in there. Um, formerly when it was an elementary, we had a centralized admin and entry that's shown in the red um, kind of central there where the main entry is facing east and then that north classroom wing and this the west classroom are in blue. Um, those are primarily classrooms, restrooms, uh, circulation space and then more of an open plan media center shown in the

154orange. Um, things not identified, we had uh, art rooms, music rooms, mechanical spaces as well. So the goal for uh our uh test fit here was okay taking the program spaces that we identified and the goals um how could that uh work within this facility. Um so the good news is that it works there. We did the test fit um and this facility would accommodate the entire um office program. On the right in the plan you see a layout just again for proof of concept. We know that there's probably 20 or 30 different ways [snorts] to do this, but to make sure it works, it is a viable solution. Um, we have an option there. There would be if if this project uh moves forward, there'll be numerous meetings that we meet with uh stakeholders

155to make sure that this works for for the needs. Um, so you have adequate office and support spaces. Um, optimize for collaboration. You know, we talked about having to go outside between the two AO's here. um optimizing collaboration for administrative assistants and directors and office staff um is one of the benefits and then there's also some enhanced security. So the way that this could be organized is using one of the classroom wings could be compartmentalized from a building standpoint that you know you need key card access to get back to that area but other public facing spaces like registration or board room access professional development could have a different kind of security access. Um, we talked about space for future programming, not knowing, um, given that this is a 35,000 foot building, there is, um,

156space for future, uh, programs to be determined at this point. Um, we mentioned the separation of functions for safety and security, but also just, um, AO functions versus more public facing versus future use. And then um this does accomplish the goals that we set forth in the district [snorts] from uh efficiencies, collaboration, future growth, professional development. So that um this certainly is a a viable solution here. Um so everything that's in color, full color there is part of that initial step. You see the area with the uh diagonal hatch through it. There are some programs that we think, you know, could potentially be part of this initial phase, but again, as Eric's going to touch on next year, just some of the funding and um cost estimate at this high level, we we may want

157to kind of add add a few things in or kind of trade things in and out as we go. So, as Andrew mentioned, um we did uh this was done again in a vacuum. We haven't, you know, done a detailed takeoff of exactly how much drywall there is or how many restrooms and things of that nature. This is purely a test fit with some assumed costs um uh that are, you know, kind of averaging the industry right now and based on a schedule when we when we think this could be implemented. So on the left hand side you're seeing um we've broken this down into a base bid construction cost range um and roughly in that 6.2 to 6.7. Again, it can go lower [laughter] than that. it can go higher than that based on

158uh you know meeting with the with the district and actually doing an actual design exercise. Um and then some uh you know anytime we we've done a project for you, we've given you um opportunities alternates um to kind of explore and understand um not only what the cost is but what the feasibility is within within the overall structure. So you'll see some things here. Um and much like you um you know when you when you purchase a home or you know move into something um you may not be able to do everything on day one, right? Um whether it be furniture or upgrades or you know things of that nature. So um what we've listed there are some um some items that I think are critical and and uh do need to be accomplished at

159some point in time in the life of that facility. Um but these but these are items that could be um explored or taken depending again on the uh the financial resource of the district and what the base bid uh numbers would come you know actually come in at. And then looking over to the right hand side um uh that is what the total project range would be and that includes fees and distribution costs and testing and and things that happen during construction. So um so mean that's 7.7 to 8.2 too. Again, those numbers are very conceptual, very preliminary right now, um, just based on some industry averages of of what we're seeing. Okay. And so, um, the reason why we did all of this is to kind of again bring this information to you as

160a board, um, because I think there's just some decisions that need to be, you know, need to be made, um, in relation to, uh, you know, what what your next steps as a district and and as a growth, uh, you know, mechanism are. And so, uh, looking at the overall schedule, this is just kind of where we've been. Um, we talked a little bit about, uh, the facility assessment and, um, uh, that, you know, that was performed on this on this particular building. Um, and you know, kind of the timeline of where we are. The the red line is kind of that, uh, where we where we are, uh, this evening. Um, and so then, uh, we'll talk about some next steps here on the next slide. But um but if we were to to

161move forward to say yes, this is the right path for the district uh to move into uh to want to move into the Rolling Green um uh facility. Um just like we did with Mstead Elementary and Valerius Elementary and any other the design projects that that um that we've take undertaken with the district. Um this would be just a general um schedule of of events. So you can see schematic design, design development, construction documents. Those are all specific phases uh within the within the design process. Um and that takes it from this test fit concept where we've just kind of worked in a vacuum um to actually meeting with staff and and laying out all the parameters. And the most important thing there is you see the board approval. um you're kept in the loop

162all the way along and you have you have milestone checkpoints that you can see uh that progress uh not only from the design but also from a costing standpoint. Okay. Um and what this also does is then allows the um the district a um I'll say leisure comfortable move in period rather than um jamming everything into a couple weeks in the summer or attempting to do this over um a winter break. um being that your lease then ex expires in January 31st of 28 um we've allowed basically all of next year for that construction period to happen um because there's kind of two parts of that one is um the main systems of the building mechanical electrical should be done across the entire facility so that's also what leads to the higher cost uh you

163know upfront here is you're making an investment in 35,000 square ft whereas what Andrew showed you in those in those color diagrams it's only about half the facility, right? So, we have to do some things to take care of the whole building uh before we can kind of uh take care of of just those specific pieces. Um so, then um so looking at a path forward um I think in your board packet tonight, you have you have a recommendation before you, right, to to approve um moving into that design phase and moving through those checkpoints to to allow you guys to see um how this unfolds. Um but the other the other coin the other uh other side of this is um you know thinking about future alternative uh considerations. Should you not recommend approval

164you know moving forward? I think it's just as important to understand um you know what you know what your alternatives are and um and I think you know one of those is do you continue making an investment in maintaining rolling green as it is today right a vacant property where you're still paying insurance you're still paying heating and cooling um you know things just to maintain the environment um but and it's a it's part of the fabric of the of the community of that of that neighborhood. Um, do you demolish rolling green? Um, and, uh, either keep or as an index there shows, um, or sell the property. Um, you know, those are choices and things that we can't make for you as a as a board. Um, but it's options that you have just

165like when we went through the uh the Jensen property. Now, that had gone to a point of what I'll call no return, [laughter] right? And just from a facility standpoint, but you still own that that that land today. and that's perfectly fine. Um, now you have a a playground there that probably needs some some attention at some point as well. Um, but again, those are things that um that I think you should uh that you should weigh and and understand um as you you know move forward in making uh recommendations. So, so with that, um, I'll turn it over to you guys for discussion questions. Um, and, uh, there's anything that you got. >> Thank you. I'm not sure if you are aware of um, some vandalism that has started to happen at the building

166because there's nobody there. So, there are kids that like to go there. I mean, we've tried to take all of the access to the roof away. There was a lot of kids climbing up on the roof and there were some windows that they were getting into, so we had to secure those. There's some broken glass, so there's plywood. It's starting to really look like it's going to take the neighborhood down. I know the neighbors are not happy with it. So, um I think that's that's the sense of urgency and figuring this out so that we can do something with the building. We can't leave it like it is. I mean, I put in the um added to assembly a cost comparison. I had Steve update the um numbers for what it's costing us to keep

167Rolling Green going. And that for the fiscal year 26, we're we're roughly spending $76,000 to keep an empty building going. And if you look at AO and AO2 and storage, we're um which one is it? >> Oh, that's what we're doing now. >> Minus the lease, it's 73,000. >> Yeah. And then if you had Rolling Green as the AO, this was a very rough estimate um back from FY23 when it was an actual school. and assuming there's not going to be 300 people in it like there was when it was a school. Um, we had that at 142. So, we're we're spending money to keep the ghosts happy really. I mean, it's just it does not have an HVAC system. It's got some kind of uh temporary uh system. >> Hardwired electric heaters. >> Yeah.

168and he had to Mike had to put in a air circulator to get the air moving around just so the building doesn't deteriorate. Right now there's a lot I wouldn't call it storage. There are some things stored there, but a lot of that most of that is garbage. It's things that we didn't sell during the garage sale. So, it just kind of stayed there. So >> could you go back to the slide where it showed um I think the north portion of it in coloring the rest of it was kind of that one right there. So the plan is to well what you're presenting is to work that part and the rest of it what happens with that just gets >> sure in in in the initial phase if we if we do what's in

169the colored portion the remainder of that building would um would be still vacant. Um >> but it would be remain as is or would it get like a floor and paint and >> budget-wise we would leave it just as is right now >> except for the fire suppression mechanical. >> Yeah. Now that that might be a good catalyst, right? So once you move in, you look at that every day like, "Yeah, we really got to take care of this [laughter] as go on." But um but from what what I think I know and and in discussions with the district about, you know, funding and stuff, um I don't believe you can tell me differently, but I don't think you have the funds to to fully renovate 35,000 square ft. So um the the part in

170question there the the uh um yeah the the diagonal hatched area um those are just some things that you know in talking with Dr. Dhaka and and and company um of potential you know moving the needle forward spaces um you know taking the registar and expanding that you know how some of the things that maybe even like uh Ukan had talked about earlier um you know how can you find partnerships uh within the community within the school district um to to do some things there expand professional uh development uh you know space but again those are things that I think we can either address as alternates and show you the value and we can make that final determination at at the time that you receive bids. Um or you we say no, we got to

171stick with that and uh and at the time that you're able, then we go in and we we renovate the the remainder of that. Again, the the plan is that mechanically, electrically, uh there is no fire sprinkler, but we would recommend putting that in. Um you do that for the entire facility on day one, right? And that's why again some of those costs are a little bit higher than than you might otherwise see. So, >> so that was my second question when you talked about that. So, you would actually do that even though the one portion would get would not get rid of it. You would still do that part of it for the whole >> Correct. Correct. And that would just lead to again the environmental uh aspect of maintaining that. So, um now

172we don't have to go to the um you know to the level of like when you look at ceiling here there's diffusers and things. we can leave some things open and we can uh but we at least want to get the environment controlled um and on a on a regular basis so that uh you don't have more detriment happening within the facility. So >> and I did ask them to um that kind of hatched area um where the cursor is that that's the library. So, that's another big professional learning space that I would like to see if we could put in phase one. And then the kind of the down part, there's an art room back there. Um, I'd like that would be great. But then when I really wanted that is where I wanted

173to put the board close session room. There's a door in the in there that you can get to a a room back there. That would be once it's more in well insulated, it would be a really good place to have the board's um close session so you're not having to travel around the building and if people stayed in the boardroom, if they chose to, they wouldn't be able to hear the conversation. some of the other things that um I I there's some staff that are in buildings that could potentially come over and free that space up for those buildings, but also um the therapeutic classroom. Um there's space that we could actually put two classrooms in there. Um and I would put that in that future phase. I don't know what the legislation is going

174to bring with that requirement that they're trying to pass the bill. Maybe they'll put some money into it. I don't know. But um that's another consideration that um I wanted to be able to have space because the when you come in the front door basically everybody works up at that that top section up there and the only it's not a public section. It's only people who work there or swipe somebody in. So that that's an actual work space. But then there's some conference rooms and things that can be used in the orange you can see up at the top. >> So there's I would love to be able to do it all. I don't I don't imagine after seeing the um potential cost that we would be able I know Steve and I are doing

175some um budget meetings uh this week. So we'll know a little bit better. But what what we're asking today is not approve $8 million so we can do this. it's approved moving forward in contracting with DNR DLR to take us through this. It's going to depend on zoning. It's going to depend on um what was the other well money >> um and and initially we had talked about putting a maintenance wing where this future phase is but the more we talked about it I I really want that space for the therapeutic classrooms and it could be done and it could be separate from all of the working um areas and that's a big consideration that I feel like we need to and maintenance. When you say maintenance, that kind of makes I think people think

176we're going to be driving big trucks in there and doing like, you know, oil changes and engine repair and that's not what it is. That's not what it would be. But this is still a neighborhood. And I think from our conversation with the city, having it still be a school and look like a school and not changing that footprint was important. So >> what kind of important and to who like council or to staff or >> um number one >> we sensed it from the city. >> Yeah. >> Um they couldn't tell us a lot because we didn't have any plans but when we said maintenance there were a lot of questions around what does that mean? And there would be probably more traffic there than before. >> They were picturing loading docks and >>

177more of a warehouse kind of maintenance facility. >> Um question on square footage. How much square footage do we have dedicated then in this first draft of just the usable space that part there? >> It's approximately 19,000. It's depending on >> what's the current square footage here >> about >> and the you know what they were talking about the community that white box on the right below the black arrow that that's an area that's right out front for the community that could be a registration center could be a parent resource center all the things that parents and families new to the district would need that is a really good location for that to be up there where they can come in and and do what they need to do in there and and still feel

178welcome. Now, they when they come out here, they kind of if they sit in the two seats, they're still kind of in the middle of where everybody's working or they're standing where people are working. So, there's not a lot of confidentiality that way. So at some of the and like you said I I kind of gave the directors a um short presentation of this last week. They would change a lot of things as far as where those configurations are and that would be part of the work. they would work with their team to identify what they feel like is a priority and then when Eric and his team meet with them um they can design something that meets the most needs. >> Last time we talked about this I asked for like a ballpark price

179on if we were to raise it and build new what we needed. If we were to do that, what would a rough estimate of now on demolition and building a 19,000 square feet or 10,000? >> This is still what that number is here. >> It might be >> because this number is not pretty. >> Yeah, >> probably demolition is what about 500,000 >> roughly. Yeah, Jensen was just a little bit under that. And this is a bigger facility. >> So, the construction >> would be a little over 18 million. 18 million and that's for 19,000 square feet. >> No, that was that was the whole Yeah, that would be to demo existing facility and construct fully new facilities. But again, that was like way up here. That that's not So if we wanted to build

180something smaller, say comparable to what we have now or somewhere a little bigger, it wouldn't be 18 million. Yeah, whenever you're renovating a facility, it's not custom built for that function. So, there are some maybe inefficiencies and hey, we wouldn't have put a hallway here that wide. We would have made it 2 ft narrow because that's the real use when you're putting, you know, 100 kids down a hallway is different than two adults, right? So, there's just some inherent I would say inefficiencies, but you are leveraging existing um space within the district. So, there's kind of a balance of you could go something custom purpose built for that, but also what do you do with this? And so your building footprint, you may not need as much as this, but it just comes down to

181um cost for new cost for new construction is more than renovation. >> Yeah, just off the cuff, don't hold me to this. Um for just a 19,000 square feet, um probably in the $8 million range, >> and that's about what it would be to renovate. um just a little bit under that. And the one thing that you have to uh remember is I I did not include any demolition costs in there. So uh that would then say we're going to move to the Jensen property or if we do something here then we have to include the demolition cost uh to to that. So yeah, >> and then we still have to pay to demolish this at some point. >> Corre correct? Yeah. Yeah. >> Which is $500,000. >> Right. And if you're only doing the

18219,000 now and we need therapeutic classrooms, we don't have that. So then we're adding on to that, >> right? [clears throat] >> You know, like at a higher price, >> the space gives us flexibility. >> Yeah. So that that is a good point is that um when you when you ask that and we're trying to make the comparison here um you know we've been asked just to look at at this particular program but in looking at what you what you want to do either today or in the future take those things into account and I didn't take those into account in that [snorts] $8 million. So um >> but we'd still have the land space to build. Obviously it costs more to do two separate builds versus two separate renovations but Yep. Yep. >> And

183the playground was I mean that was on that second >> it was an add-on >> because there this playground has to go. What's left of it? >> It has to go. And I know um there's some concern that we'd be stripping the neighborhood of a playground. So I >> that that's an option the board would have to tell me that you want to do that right now. It's it wouldn't be part of the plan. It would be the alternate. So if the board felt like it was important for us to do that, then we would have to include it. That's where that item comes from. When you asked about uh people's concerns about the property, I will say that before the election, I went and walked all around this neighborhood and talked to the people

184that lived there and the number one thing they brought up was what are you going to do about rolling green if you get elected? They're very concerned about um I mean already last fall they're like this is turning into an eyesore. What are you going to do about it? It's sitting empty. uh and they're very they feel a very big sense of like this is part of our community. We want this to be here. So, I think there's definitely community support for keeping it, you know, as part of a school. >> And there's some fencing that came, let's see, where am I on the I'm not directionally on the right. >> There's some fencing that has come down there. And I know that the neighbor across the street is um concerned because when kids play

185there at night, the balls go soccer balls or footballs will go off and bounce across the street into their yard. And then on the bottom left, um there's that right in there. That fencing is is close to um needing to be replaced as well. I just didn't we took down the falling fence from the right hand side for safety reasons, but I haven't um invested in replacing it because I didn't know what we're going to do with the building. And that that's a lot of fence that goes around there. So, that's another piece to consider. >> I mean, this could this be something we talked to the city about too about partnering with them for new playground equipment? >> Park or a park? turning that into a park. >> Sure. I I think I if

186we're going to put a playground, it's going to need we're going to need to keep that section there. I don't know. I mean, I did talk with them about the Jensen area. I think that was the last conversation we had. And I we have another meeting coming up and I can talk to them. I The trouble is I know they've already approved their capital improvement plan. So, they are working on collaborating with us on the Webster project. I don't know what their [clears throat] capacity is to add another one to the plate because it's >> not cheap. >> It's not cheap. And I I'm grateful that they're willing to collaborate on the Webster one. I don't want to put them in a financial position that they can't do it either. >> Right. Out of curiosity,

187what would be the total renovation cost so we don't leave part of the building looking terrible? >> Sure. >> We'll see if you guys get the same answer [laughter] >> per million or pretty close. 12 and a half to 13 and a half million. And well, we need a bond for this or >> we're gonna meet with watch both your faces. >> Well, it's not a >> it's a it's a revenue bond based off of our save money. >> Um, we're going to see what our capacity is. I think we have a meeting tomorrow. >> Tomorrow if we had the capacity to do all of it, >> that would be my preference, of course. But right now, I I really want to kind of go through like there's property tax reform that's happening right now.

188I we have to be careful that that doesn't negatively impact it. And my understanding is that if you've done that and your board's approved it, they can't make you default on your on your uh debt. So, that's some of the questions that we're going to talk to them about tomorrow. I have one more question um on the I don't have a good spatial sense. I'm not an architect and I also don't know how big of a footprint Metro West takes up. Is is that something that could potentially be here too or is there not enough room for that? >> I I don't think I think that would be really tight putting it in there and we're in a 10-year lease. What do we have seven left? Do is that about my >> Okay. >> So,

189we can't do anything with I mean, we could, but we'd have to pay out the lease. So, >> Okay. >> It used to be that we couldn't have Metro West in a >> facility. Yeah. That was in a 200 agreement, >> but I after we signed the lease, I understand there might have been that we might be able to rework it so that we cann't fit in here >> and Jensen's not here anymore, so that wouldn't be an option. is part of your scoping to look at the possibility of renovating the whole thing to look at the demolition costs and from the ground up. Is that part of this discovery process? >> Not not directly. um you know we can provide again some cursory look to to uh um continue to the remainder of the

190facility but um and if that's the direction I mean we can certainly do that right we can we can include that as part of the part of the overall uh program here so um I'm not going to say no because if that's if that's your direction that's and you want to understand what the the total facility is and absolutely we can we can explore that we can do that um >> I think the if we could do it and that's what the board wanted, I think we would still prioritize the other spaces because we would need to move in there right away. Right now, there's not there's not anything to move into that empty space. So, I would want to be able to get out of here before the lease expires and then they could

191continue working on that extra space. Does anybody know off the top of their head the difference in lot lot size of rolling green versus Jensen? >> Actually up right now >> I had Rolling Green up a minute ago. So maybe we could Jensen bigger than four. It's like seven acres. >> I thought it's more narrow. >> Four point. >> It's more narrow. I know that in >> Okay. I somebody told me at one point that it was seven. Did the heat shut off in here? >> Yeah, your other two properties are in the four range. The Homestead and Valerius are in that four range also. So, I think they're all kind of in that in that ballpark. >> So, we're not going to accidentally take up our largest lot by doing this here. >> I

192don't know. I think there will be some heartburn in the community even if we have good reason for us to double or triple the size of our AO offices. Um, understanding that we're looking at utilizing an existing structure, but I think if we could build what we need, there's some justification for only doing what we need to do at the times we need to do it. But that's my opinion. Do you have any preliminary indication from the city on if we have any if there'll be any challenge to reszone? >> Um thinking there's a lot of money to spend for the first question. >> Yeah, I they I didn't I didn't get the sense that they really could tell us because we didn't have a plan. We just went and talked to them and said,

193"Here's where we are. Here's the discussions that we're having. Before we go any further, is this out?" like if you if you told me that absolutely not we would never reszone that then we would have to take that information and use it with our planning. They didn't say they wouldn't but they also didn't say they would. The only not push back because they didn't give push back. It was it was more the way that it was questioned when we said maintenance. that didn't seem to be something that they were interested in having which at this point I I would not do that but >> and the process for that would be submitting it to the city there planning department would review that um they would take that to the planning and zoning um and then

194uh and then ultimately to the to the city council. So, there's kind of a multi-step uh process there. And the qu the question I have and I I don't I can't answer for them is how far do you have to go in the planning in order to do that, right? To um I mean, obviously showing intent and showing that it's going to be an office, you know, building, that kind of thing. Um you know, and not maintenance or not, you know, some other uh not some other endeavor. Um and the same thing would happen. This is if you were to do a combined property. Um, you're asking about Metro Bass or any other uh items. Um, business and education. It's already education, but it's the business occupancy that's the that's the sticking point right now

195based on the on the zoning, >> but they can't put you can't put anything else there besides the school. So, it's going to have either be resone business or residential. >> Well, there's other places looking for schools. But but we own it though. >> Right. Right. But there's also been legislation about that too. So, >> but I think the the way it is now, we have to if we put it up for sale and a nonpublic school wants to buy it, they still have to have the be the best deal. >> So, if they offered 10, but somebody else offered 14, we don't have to sell it to them. Not that I >> Right. But it has to be reszoned or be a school, right? So >> So I mean that property is kind of

196>> limited. >> Not I wouldn't say. Yeah. It's limited in what it scope >> but it has to be reszoned to be an office because it is still the >> I'm saying if you if we were to sell it to a developer of some sort be reszoned office or residential >> because Yeah. Unless a private school were to buy it, nobody else you can't do anything else with the school. >> Yeah. If we put in the therapeutic classrooms to start, could it still be zoned as a school? >> I think Eric could clear it up, but there's kind of rules. It's like Metro West was a a business and it didn't have the concrete ceiling and the tornado room and all of that, but now because it became an educational facility, that all had to

197be added to the tune of about a million two. >> Yeah. Metro West is more clarifi more um classified similar to like DMAC um even business vocational kind of um entity um again being in the in the strip center there that that it is so and that's that is what that does bring into into question you know as a as an educational facility let's just assume that we we revamp this just as it is into an educational um probably grandfathered because it already is is such a a facility. But um if you change the the if you change the use and then revert back um we may have to do some storm shelter type things and that I don't know. We haven't done enough research on that. So um but [clears throat] that is not

198a requirement uh under the under the business occupancy. So, >> so we have this as an action item tonight so that we know what our next steps are. >> Chris, would it make you feel more comfortable when if we had them also look at a smaller scaled down version of it too at doing of a of a retrofit of the of Rolling Green? like a small like retrofitting a smaller portion of it. I don't think that's a prudent use. I don't because I think >> we'll probably end up needing to expand in chunks and pieces multiple times [clears throat] then. I my biggest >> I guess alternative scenario that I think is still wise of us to consider is a a rebuild of something that suits our needs for what we do need now. Um

199but I understand if that's not the direction everybody else thinks that we should go. But I do think that we should prioritize taking care of this for the neighborhood and the community. Whether that means demolition or whether that like we shouldn't leave it and wait. We should >> definitely take action, but I wouldn't mind seeing more firm numbers on like a >> what do we really truly need and if we build that now, what does that really truly cost us versus what we could use it for five to 10 years from now? >> A demolition and rebuild would lengthen the timeline, right? So then we're looking at >> renewing our lease. >> Could we potentially build on the south end of the lot while we're demoing on the north end of the lot or something

200like that too? >> Yeah, there's you got So the grade does um does uh change uh between uh um the south end and the north end. Um the the playground area there is lower. Um doesn't mean that we can't build there and and you know demolish and do other things later. So, um, that is a that is a possibility. I think my concern with that because I I do think it would be more obviously it's more efficient to have a customuilt building but it it seems to me like it would be this end up being the same cost right to have a smaller maybe building than it would be to demol to demolish if I'm understanding you correctly >> to build and demolish would be somewhere around 12 to 13 million >> whereas if we

201do everything in that it's the same cost. >> Yeah. And this is where the tradeoff for um for where this where the the rubber hits the road is um you know just to build something purpose-built. Absolutely. That's you know that's a very costefficient way. You get a very uh energy efficient building all those kinds of things. >> Um where you're the trade-off here is you have an existing structure. So you don't have to build the walls, the roof, the foundations, the floors that you know those things. However, we do have to tear out some things inside. So that's where the you know in renovation um you have the extra expense of tearing out to put back where you don't have that in the in the um and so what and what does that equate to

202really the savings of building walls and roofs and and floors and foundations that you already that you already have in place. So that's where sometimes people like well it's almost the same cost both ways. It is it's very it's very similar. Um uh and it depends on again how much you're ripping out and how much you're putting back. So >> well and obviously there's a lot of variables to my next question, but how much more would the timeline change if you actually do a full demolition and then >> um can we work this into classwork where we have students doing it? [laughter] >> Building trades for us. There you go. >> Demolition trades. >> Yeah. >> So, if we were to >> let them sell it real estate experience. >> There we go. I mean,

203we just create a whole new curriculum right here, guys. >> Yeah. So, we're just I'm talking out loud here. I'm working through it with you. Um so if you were to demolish the building and that your that's your direction and rebuild right from from scratch. Um you could do the demolition ahead of time, right? That's not dependent on a design exercise. So at any time this year we could demolish that that uh that property. Now, the getting started part on building a new uh let's say it's 19,000 square feet uh facility on there. We'd want to get that started this fall knowing that you have only next year and we're going to be in a in the you know January to April window or March if we get a nice nice uh uh winter. Um

204that's kind of off limits from outside buildings. So, we want to preserve, get anything that we can started this fall and then move into so that we're ready by the time your lease is up in January of 28 of 28. So, >> so it really wouldn't add that much time. >> I I think we could we could get it done. [laughter] We get all the parts and pieces that we need to. We are dependent on the on the uh the professional contracting community to to get that completed. Um, and I again I think depending on what that looks like, I I think there's a way to do that. Um, again, what we would have to do is we'd have to move forward and get it demolished right away so that that site is clean. Um,

205and then um, you know, we're in March now. So, I don't I don't see a challenge in getting a new design uh put together and bid by uh September, October. Um but that does is that puts us into that window. I never know when the first snow is going to apply and some have opted to say, "Yeah, I'll take the risk and I'll put foundations in the ground," right? And then and then let it sit December, January, February, so on so forth. But if we get a an early winter or we get some kind of hiccup, um that means then we're uh we're really starting from, you know, from ground zero come April. And that means we have to make hay from April to uh through December, right? In order to get uh in order

206to get you moved in uh by January, you know, kind of thing. So, that's the that's the that's the literally the million-dollar question is whether or not um you know they could get that get that complete from April to December. >> That's a good question. >> Yeah. >> Is there any other stipulation with the city by doing a new build like that that we would have to go through still be zoning? >> It would still you'd still do the same zoning. um you'd have to go through that again again because of the the nature of the building that you're intending. So I don't think there's any other um and then uh the other the other piece of that is um storm water management becomes a little bit more um challenging. um you already have facility

207there, but again when you wipe it and you kind of start from scratch, there's you're you're kind of just same way we did for Homestead and Belarius. There was a building there, we wiped the Clint slate clean um and we went back, you have to bring it up all to all the current today's codes or ordinances and stuff like that. So um and and when we do that too, to your point, you can make it expandable, right? you we know in advance that hey we want to do some things so you leave that property available and and and the like. So um so you know you have options [laughter] I know what Katherine would do if she was here right now. >> I'll step up. I would recommend approving the contract amendment with DLR group

208to provide the design bidding construction phase services in relation to the UCSD district office improvements at green facility. >> Do we want to add any stipulations to that like if we want to have any other avenues explored while they're doing this or are we happy with this and But I approving that wouldn't that allow to expand the >> Right. No, that's what I'm saying. As does anybody have one any other stipulation? I'm looking at you, Cararissa. [snorts] >> I think we know. I do, but I am not going to push back against. >> No, but >> I think others are curious, too. >> Yeah, I think but your your question is your main point is starting fresh, leveling it. >> Yep. Because if it's going to be about the same cost, why don't we get

209what we want? And then in the future when we need something else, we still have to pay to renovate that second half. >> And you're saying it could be built with future intent that we can always add on to it. Obviously, >> absolutely. >> And would the efficiencies be >> it's going to be the same kind of situation where you're going to retrofit the current facility for X amount of dollars or you're going to build something else new for Y amount of dollars. And they might not be exactly right, but you're either going to be working with something that might not be exactly what you want or you might pay a little bit more. And we won't know until we get to that stage, right, >> what it is. But we don't know if it's

210therapeutic classrooms. We don't know if it's more collaboration space. We don't know if it is a preschool center. You know what I mean? Like there's a million different It's probably not a preschool center, but there's a million different [laughter] things that could happen that >> Well, you also have to take into consideration, I learned a long time ago, and it came up with Jensen, community gets very attached to these buildings no matter what condition they're in. So, I I would want to make sure we're considering that, too, because I mean, that building's as old as I am. So, >> I agree. But we did it with two other buildings, too. Am I right on the count? And it turned out okay and we all made it through even though we loved the old Delarius and

211we love Jensen. So, I that's just my I feel like we should do what we need and we should do it right. My my concern about the rebuild is all the storm water management systems and all of the issues that we've had at the high school >> and the rolling green site is it is not a flat piece of land by any means and I worry about the houses on the south side of that building. >> That's fair. >> And as we continue to build on and then our neighborhood is also always in a construction zone and that's not very polite to the residents. over the whole Douglas. >> Yeah, I would I would tell you and and again this works into the sequence here is knowing the grade, you know, goes from high to

212low. Um the most ideal place for any storm water detention is going to be at the south end. Okay. And so again, cleaning the slate, cleaning the the the land, um and then re repurposing, re rebuilding at the at the north end, I think is at least at this time probably your your your best bet. Um and uh >> but that takes that green area away from the neighborhood to use. >> Now there's a lot of youth at sports practicing there and >> sure >> it's in constant use. So if they don't have that then we're taking that away from the neighborhood also. >> They play soccer there, right? >> Um there's a little there's like a baseball, softball, soccer. I mean you see all sorts of >> dirt. Would that grassy area be maintained?

213Yeah. And what a lot of people do is um so let's just take that green area with the with the running track, the walking track around it. Um and I'll use uh Lake View Park as an example, right? So that low area can be graded out to contain water, but in the nonwater times be um the soccer area. And so when you look at Lake View Park, um [snorts] you know, the running the the walking trail, everything really kind of inside of that where the lake is, that's much lower. Um so there are ways to to deal with that. Now, the downside is just like we have at Webster is that you have some green space over there um on the on the left side of of Webster. Um, and they can run in there,

214but it's really squishy when when it when it gets when, you know, when it rains and floods and and it's intended to do that, you know, kind of thing. So, um, so maintaining that becomes a little bit harder uh to do uh in the in the long run, especially with uh with with children. Now, in a recreation c uh community recreation um sentiment, um let's just look at like the north uh north of the middle school, right? That's just open field. You come, you play pee-wee football and soccer and all those kinds of things, but you don't have dedicated all year round, you know, kids trampling and running on that. Um and that generally looks pretty good, right? um better days, worse days, but um unlike over on the football field side where they play

215on that day in and day out and you can't put enough grass seed down. [laughter] So, yeah, I so again from from the the board standpoint here, uh you have options, right? Um you know, Carissa makes a valid point, you know, why not purpose build something that's that's there. Um, you know, others have have valid points about um the community, the fabric of the community that's been there for say 58 years. Um, it'll continue. There's going to be challenges either way. Um, you know, you know, kind of thing. And, uh, and you can you can purpose build uh to expand and still maintain efficiencies because we don't know today. administration hasn't fully decided, you know, what what can we put into the rest of that facility. Um, so you you can you can plan that

216when that comes, but again, then we're working within the confines of what those four five walls are, you know, kind of thing. Um, so you can you can purpose build that in the future, too. So the point of this question, I think mainly is what do we do with the property? What do we do with the building? How do we invest our dollars so that it doesn't become the blade of the computer of the community? >> So, what I'm understanding is we have consensus that we'd like this to be the spot for the administrative office and our questions are on the method. >> So, whether it's the stage built renovation and I trust that even if it's not purpose-built, it will be intentionally designed to meet our needs, >> right? >> And then the comparison

217to start from green space So, do we want to make a motion to explore those two options? Like >> you have a motion on >> and I I don't I don't think you the mo the the recommendation that's in here is to enter the contract to explore. So, >> okay, >> I would just be saying like I said the other day, Eric, can you add those two sections in? >> So, now I just say, Eric, can you price out >> a bill? So, I don't think that changes the motion. >> No second. >> Right. That's a roll. >> Roll call. >> Van Riswick. >> Yes. >> Young. >> Yes. >> Williams. >> Yes. >> Hower? Absent. >> Uh, Kent, >> yes. >> Santiso, >> yes. >> Okay. Pass 6. Thank you. >> Thank you. Yeah.

218So, >> I'll connect with you guys. >> Use your ukulele for bedtime music now. [laughter] >> We got a couple more things. >> Let's move through. >> Come [clears throat] on, Jeremy. >> We're down 24 with 420 4:30 left in the game. >> How much? >> It's 6743. >> I have it pulled up on a screen here. >> Ouch. pull it up every >> 6336. >> Thank you. [laughter] >> Found me. >> Um, just in case you guys uh don't know, I'm Jeremy Meade. I'm the assistant coordinator of information systems. So, I haven't met everyone here tonight. So, hello. >> Hello. Um in short here's the summary version. We're going to get more for less. >> Okay. Um we have a opportunity or we are coming in due to renew our internet connection. Um so

219we've uh traditionally done threeear agreements. Um this year we posted through which is typical and we have two internet connections mediacom and ICN. um they've come back cheaper. Um so we're just asking that you say yes. >> Williams moves to [laughter] approve the recommendation for contract renewals for ICN and media seconds. >> Oh, it's a race now. >> Seems like whoever you want referee. >> All those in favor say I. >> I isn't this a roll call because of the cost? >> No. Okay. >> It's only it's contract. >> It's a contract. >> Oh, okay. >> Next. >> We have to call We need to call for customer support cuz that's horrible. >> It's a different phone number when you It's much more effective. >> Yeah. >> You need do yay or nay? >> Yeah.

220>> She did. I thought >> we did. We all y there. >> Yes. >> Good. >> Okay. Cool. Uh the second recommendation or request from us is we have a cyber security program that we would like to purchase. We had one we're asking for a different one in the notes. Um it's cheaper. It's more tailored to our needs. >> Sounds good. >> I like I like the name. Horton will move to approve the recommend the approval of the cybernet contract for cyber security or ministry. >> William second. >> All those [laughter] in favor say I. I. >> I. Oppose. Name. Motion passes. >> You should have gone first. >> Thank you. >> Yeah. [laughter] >> Sorry, Jeremy. >> Do you need to sign your paper for class that you've been here? [laughter] Motion to >>

221bring forth the consent agenda. >> I move we bring forth the consent agenda. >> Seconds. >> All right. This is a roll call. >> I had one question before we vote. Sorry. Um on the translated translate live system. Do we have have we previously used an external translating service a language line or do we just rely on our >> Yes. And in the next half an hour I will explain. >> No. I'll ask them [laughter] questions about Rosley. >> I'm sorry. [laughter] >> Literally jumped out of her seat. >> I don't think Brandon thought it was funny. So, [laughter] >> a couple things that are really important here. One, yes, we have an external translation partner with the Iowa International Center when we need interpreters when our own interpreters are not available. Um, also I

222want to make this abundantly clear. Translate Live is not intended to replace any of our ELLL associates. They translate, they interpret, they have relationships with families. That's not what this concept is. Um, basically this is filling a role that we don't currently have. So, so when you enter a school, there's always somebody that can understand you and can speak with you. What this provides is an opportunity for our families to enter the building to have a device that provides in-person translation um and interpretation immediately so that they feel welcome and part of our community. So, it's solving an additional concern. Um, and we want to make sure that our families have that access to registration to the questions that they have that we can um communicate. I am going to try and keep it brief,

223but if you have questions that it will like look like um it's so cool. I have only said cold like 20,000 times in talking about this. >> Is it like an iPad where the person comes up and talks to you? >> So, one of the features is both the hardware and the software. So, the hardware is like two iPads. I would push a button. I would say you would hear in English. I would like to speak to the principal of the school. You would respond back to me in English. I would hear it in Spanish and see the words on the screen. Additionally, there's functions where um we could have families call in to our registration office um using the system and I could speak in my language. Um our registration office could speak back

224in English. we would be able to communicate interdependently. There's also functions for like um family night at a school where the presenter could speak in a certain language and through the app people could read it, hear it, um ask questions in their first language, their primary language, um and still be able to communicate. So, this is expanding um the translation and interpretation options that we have. It's not intended to replace interpreters. It's not intended to take the place of a live person in an IEP meeting. It's filling the gap that we currently have. >> How many languages are available? >> There are about 150 on the device itself and then you can contract in person over 260. >> Okay. >> So, better than a language line because it's in person and immediate and you don't

225have to call the language line again. >> Yep. And so, >> that's all I needed to know. >> Yeah. It it's it's really exciting. Is it better though than like an a new iPad with AirPods? Cuz that's what they do too. >> 100%. Yes. The um the translation that they the language support that they have is so far outweighs um like the Google Translate or the um the Apple translate that it just it just absolutely puts it to shame. So this is this is possibly the best thing that we can bring forth to our families. Um and especially with our changing demographics. Um currently 33% of our kindergarten students are identified as part of our English learner program. That does not even measure the number of students who aren't in the program but might have

226exited or um but families still need access and we want to make sure that we're providing those opportunities for our families. >> Very cool. Thank you. I get a little excited. >> I was also wondering why there's the student teacher agreements for you AI and Morning Side with >> Well, it's just a renewal way out with um >> Oh, because there other contracts. Yeah, >> we just Okay. >> All right. We have a motion and a second. So, it'll be roll call. >> All right. Ken, >> yes. >> Santiso, >> yes. >> Horton, >> yes. Williams, >> yes. >> Young, >> yes. >> Hower absent. Van Riser, >> yes. >> Okay. Pass six here. >> I would entertain a motion to adjourn. Second. Second. >> No, you have to make you have to make the

227motion. >> Motion to adjurnn. Important motion to adjurnn. >> Second. >> All in favor say I. I. I. Motion passes. 71.